MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

Comprehensive
Unit Plan
HIST 457/ MSSE
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

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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-military2013-7?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

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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

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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.

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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
Method
Stations: The stations are used to show
1. Pre-Assessment/Hook: Students will fill out a
students what Rome looked like in Ancient
KWL on what life was like in ancient Rome. This
times. Each station provides a valuable
will be used to assess how much information the
insight to Rome as a whole.
students know so far, and what I should cover more
in depth as the unit continues. This lesson is
Colosseum: a gift to the Roman
designed to introduce students to every day life in
people, opened with 100 days of
the Roman Empire. They will be able to view what
games consisting of fights between
life was like and be forced to think deeper about
gladiators and also animals. Can be
what it would be like if they were actually there.
compared to stadiums in todays
This will set them up for getting deeper into other
world. These fights were forms of
aspects of the Roman Empire as the unit continues
entertainment, similar to what we
2.
Activity: A Walk Through Rome Stations will be
look for when going to a sports game.
set up throughout the room representing significant
Bathhouse: all members of society
art, buildings and other aspects of life in Rome.
utilized the public baths in Rome.
3. Each station will have pictures printed out of these
They were a place for gossip and
significant places and activities of Rome. The
relaxation and played an important
students will be given an activity guide, which they
role in overall society. Can be
will fill out as they continue through the stations.
compared to spas or public pools
The activity guide will explain that the student is to
today.
imagine they are in the photo displayed at the
The Pantheon: Represents the genius
station. Questions will consist of: What do you see,
of Roman architects at the time.
smell, and hear? What can you infer about the
Believed to be used as a temple. Used
Roman Empire from this photo? What do you think
as an inspiration for modern
this building was used for?
buildings such as Thomas Jeffersons
4.
Once the students have gone through every station
Rotunda at the University of Virginia.
there will be questions they should answer
Mosaics of scenes from every day
individually at their desk. These questions will
life: (divided into two or three
consist of: Would you have liked to live in Rome
stations): Family life was extremely
during this time? Looking back at your
important to Romans. Togas were the
reassessment, how accurate, or not, were you in
basic dress of Romans. The status of
your description? What are some similarities
a person could be determined by the
between life today and life in the Roman Empire
color of their toga. For example:
youve noticed from your Walk Through Rome?
Purple on a toga represented the
5. Discussion/Instruction: Once the students have
person was a governmental official,
completed the questions, the teacher will bring the
usually a senator. A tunic was worn
class back to go over some of their findings. The
under the toga of wealthy members of
teacher will go through the stations explaining
society, while they were the common
what the pictures represent, asking students to
dress for members of the lower
contribute to the discussion. The students will be
classes.
able to explain how they felt about living in Rome

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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.

Fall 2015

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.

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
Method
Movie Clip:
1. Hook: To get the students interested in the
topic, I will show a clip from the movie
Hearing strength and honor, the students
Gladiator. The clip will be from the opening
will get a feeling of how valuable the
scene where Russell Crowe gives a speech to
military truly was to the Empire and how
his fellow soldiers right before battle. The main
loyal the soldiers were to it as well. Also,
thing to point out from this scene is the idea of
the Crowe says he will be back harvesting
strength and honor, as stated by Crowe.
his crops in a few weeks. This will help
2. Lecture: To begin the lesson there will be
students to realize these soldiers were also
instruction on the Roman military. The lecture
simple family men, giving up so much to
will cover background information about how
fight for Rome.
the military was set up, weapons they used and
Legions
how it helped society. The teacher will provide a
One of the most feared and one of the
note guide emphasizing the important aspects of
strongest militaries in the history of the
the lecture, which the students will fill out as we
world. Soldiers were highly trained and
go along.
dangerous.
3.
Activity: Students will read and silently a
Legions (Roman Army) were the basic
newspaper article about a letter recently found
unit of the military made up of enlisted
from a soldier in the Roman Army. The letter
citizens of Rome. They both created and
was written home to his family and has been
protected Rome throughout history.
translated as much as possible. Students will get

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Fall 2015

to see how a soldier felt being away for so long,

and the hardships he had to go through while
continuing to remain loyal to Rome.
4. Activity: After reading the article silently,
students will be given the chance to write a
letter home to a family member or a friend as
if they are a Roman soldier away at war in their
booklet*. Using their note guide from the
lecture at the beginning of class they should be
able to incorporate information such as what life
was like, why they wanted to join the army,
some interesting technologies such as weapons
they are using, and how they feel they are
making a difference for the Roman Empire.
Students should include information about their
contribution to the road system and other
successes covered in the lecture.
5. Discussion: The teacher will prompt the
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
a toga with a purple lining, which the students
Written code of law that served as the
have learned to represent someone in the
main form of law for the entire span of the
government. At the beginning of class I will
Roman Empire.
explain that the rules have changed and that I
This outline of laws can be seen in the
am going to be able to make up our new class
structuring of law systems all over the
laws for the day. I will then say that students
world today.
A legion was broken up into 4 parts:
Contubernium, Centuria, Cohort and
Legio.
o The commanding officer, or person in
charge of a legion was called a
Legate.
Soldiers carried a gladius (short sword),
javelin, helmet and other forms of armor
such as a shield.
The students should be thinking back to
the movie clip and remembering the
armor and weapons used by the
characters in the movie.
Letter:
Bernard Grenfell and Arthur Hunt found
the letter in the article the students will be
reading in Egypt over ten years ago. A
young man named Aurelius Polion, an
Egyptian, who was serving in a Roman
legion in Europe, wrote the letter.

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Fall 2015

wearing a certain color shirt (ex: red), or using a

blue pen instead of black, are breaking one of
the rules Ive just decided to make up. The
students will complain that this is not a fair
system and they should not be punished for
rules I am making up as we go. I will then
explain that this is exactly why we have to have
our laws written down. The purpose of this is to
introduce the concept of written law in Rome
and how it determined citizenship. After
concluding our discussion about why it was
unfair, I will return to my regular clothes to
show that it was simply a simulation and those
who were punished are not actually in trouble.
2. Activity: The teacher will provide a handout
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
T-Chart in their book comparing The Twelve
Tables to the US Constitution.
DAY 4 Topic for the day: Class Systems in Roman Empire

The different tables outline rules for which

the citizens of Rome must follow during
their every day lives.
The tables also defined what constituted a
citizen.
Tables Outline:
1&2: General court procedures
3. Dealings with debt
4. Rights of a father
5. Legal guardianship and inheritance
6. Possession rights and laws
7. Land rights
8. Laws dealing with injuries
9. Public Law
10. Sacred Law
11&12. Additional information about prior
laws

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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
Method
Patricians: from the Latin patres meaning
1. Hook/Activity: Students will be divided into
fathers.
two groups as they enter the classroom. The
teacher will explain that they will be going on
Members of this class were
an egg hunt or citizen hunt to figure out what
considered to be upper class, wealthy
group they belong to in Roman Society. The
members of society.
clues, to finding out who they are, will be
This group consisted of highly
hidden throughout the playground (with
educated, military, government and
permission from Principal). The cards will be in
religious leaders.
two different colors, each group assigned to a
They were considered to be just
specific color, which they are to collect.
below Emperors in Roman society.
Students will be allowed to gather these clues,
Cards for this group will contain
as a group, and then will come back inside
clues such as: I am highly educated,
where they will begin a discussion.
I was exempt from having to serve in
2. Group/Class Discussion: Once both groups
the military as a soldier, I am very
have collected all of their cards they will remain
influential within the government, I
in their groups to discuss their findings. The
own vast amounts of land.
teacher will prompt the class to think about
Students in this group should be
what roles they found and how that can be used
considering how these types of
to figure out their place in society. The teacher
positions/jobs affected society
will write on the board: Come up with a name
economically and socially. They
for your group. Use evidence and clues from
should see the correlation between
your hunt to support your name and why you
Patricians and the upper class found
chose it. Both groups will then have to present
in America today.
to the class the name they came up with and the
Plebeians: from the Latin word plebs,
reasons they chose that name to describe their
meaning people, or common people.
class. Each group will also be asked to briefly
Members of this class were
write down why they believe their group was
considered to be the working class of
significant to Roman society, as well as what
Roman society.
this group could be compared to in todays
This group consisted of famers,
world.
bankers, builders, craftsmen, and
3. Lecture: Following the activity, the class will
shopkeepers.
come back as a whole. The teacher will begin
instruction by explaining the true titles of the
Members of this group worked hard
two groups the students just discovered,
for a living in order to support
Patricians and Plebeians. The lecture will cover
themselves and their family.
the roles of both these classes, as well as how
Cards for this group will contain
they impacted society both economically and
clues such as: I am a shopkeeper who
socially. The teacher will ask the class to think
works five days a week, 8 hours a
about what it would be like in todays world if
day, I own a small business where I
we did not have a class system. Students will
make shoes, my family owns a farm
have to consider the different classes in their
which I tend to every day, I work a

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normal every day job in order to

support my family.
Students should be thinking about
how their class plays into society.
This class contributed economically
to society through their hard work.
Women
Viewed as valued wives and mothers,
but not members of society.
They were not taught to read or write
and therefore could not hold any true
position in society.
Women were not allowed to hold any
office in the government, or be
involved in the military.
The ability of a woman to do certain
things depended on her wealth and
status in society, which she obtained
through her father, or a husband.
Students will be able to contrast
womens roles in Rome with the roles
women play in todays society by
discussing prominent female figures
in America today (Hilary Clinton,
running for president and Lauren
Edwards: woman Marine who led
150 other Marines during the
invasion of Iraq).

Fall 2015

world today. They will be able to connect how

Rome was divided to Americas class systems
today.
4. Discussion: The teacher will prompt a
discussion by asking why did we not cover
women in todays lesson? The teacher will ask
students to brainstorm some reasons as to why
we wouldnt talk about women as much as we
would if we were covering society today. The
teacher will instruct briefly womans role in
Rome during this time period. Then, the teacher
will prompt another discussion asking what is
different about a womans role in society today
compared to what is was in the Roman Empire?
The teacher will briefly display pictures of both
Hilary Clinton and Lauren Edwards to show
how roles have changed dramatically.
5. Booklet: The teacher will provide cut out
figures of patricians and plebeians and women.
The students are to cut out all three and glue
them into the book. The students are to take on
the role of all three groups as they describe what
life was like for them. Students should also
include different jobs held by each class and
what their role was in society. Students can use
speech bubbles or a journal entry to convey the
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.
Content
Method
Background: Sources of Slaves
1. Hook: As the students enter class 3 questions
will be on the board: What is slavery? What
As more land was acquired, Romans
would our world look like if we hadnt used it?
needed more workers for that land, yet did
Is it still around today? The teacher will tell the
not want to use citizens of Rome for they
class they can have 3 minutes to come up with
might be needed for military purposes,
answers to these before we discuss. The teacher
also this would mean they would need to
will then call on students to provide answers.
pay them. Slaves offered free labor.
Students will realize that a concept such as
War was not the only way Rome received
slavery cannot be answered in a few minutes.
slaves. Slave reproduction and the sale of
The teacher will then focus on question number
own children contributed to the high

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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
between what they know about that
system, with Rome as well as modern
day. The goal of this lesson is to reinforce
the idea that slavery is not a system from
thousands of years ago, but was present
long before America, and is still present
today.

2.

3.

4.

5.

Fall 2015

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.
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.
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.
Wrap Up/Connection: In order to connect this
lesson to students lives, the teacher will hand
out an article from the Teaching Tolerance
webpage. This article contains an introduction
to what modern day slavery is and how students
can really make a difference to those affected by
it. Since some words may be hard to understand,
the teacher will read through the article with the
class underlining and defining any difficult
words or concepts.
Booklet: The teacher will explain that we have
covered how slavery affected society both
economically and socially. She will ask the

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

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
will take their unit test.
Part 1: Vocabulary- Students will be
2.
Students will have been working on their
tested on their knowledge of the
booklet throughout the unit. As a second
vocabulary covered throughout the
assessment following the unit test, students will
unit. Terms such as Patrician,
present their books to their desk group. Once
Plebeians, atrium, will be covered.
every member as presented within the group,
Part 2: Laws- Students will select one
they will have to decide what aspect/piece of
law from the lesson on The Twelve
their book they feel is most influential to Rome.
Tables and will explain how and why
The members will have differing opinions but
they would change the law if they
will be encouraged to debate their favorite.
were in charge.
Once the group has decided on their selection,
Part 3: Essay- students will choose an
they will be asked to present the page they
aspect of Roman society covered in
chose to the rest of the class. They will have to
the unit and will compare it to an
provide ample evidence and reasoning to back
aspect of society today using
up their selection. They should use a
evidence/information from lessons.
combination of all group members books to
portray the importance their person/place/thing
had on Rome.
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.

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015