6th+Grade+Unit+Plan

The Roman Empire

 * Grade Level**: 6th Grade
 * Time Frame**: 3 weeks
 * Theme:** Ancient Civilizations
 * Subject/Topic Areas**: Social Studies/The Roman Empire
 * Designed by**: Jennifer Molina, Sarah Rock, and Nesha Jones

This unit revolves around the ancient civilization, Rome. Throughout this unit students will expand their understanding of history by studying the people and events that comprised the Roman Empire. The goal of this unit is to help students gain a strong understanding about the development of the Roman Empire, the events and significance when Rome went from a republic to empire. As well as, the significant influences that the Roman EMpire had and still has on our world today. Our goal for the students is to gain an appreciation for the Roman culture, along with a deeper understanding of the life in Ancient Rome. Throughout this unit, students will participate in a variety of activities that will immerse the students into Roman life and culture. Students will use their knowledge to create cities, maps, timelines, murals, etc. While engaging in technology driven curriculum and content throughout PowerPoint and videos, students will truly learn the importance of the Roman Empire. In order to differentiate instruction for ELL's, gifted learners, and all other learning styles, accommodations will be made throughout the unit to better fit the needs of our students. Above all, an engaging unit is one that encourages all types of learners to succeed and this unit offers students great knowledge while staying actively involved the entire time. Unfortunately, parent involvement during class hours is rare in sixth grade. However, parents will be encouraged to come and take a tour of the Roman Empire through their children's knowledge and success.
 * Summary Description of Unit:**

Stage 1: Identify desired results The California content standards that will be addressed in this thematic unit are:
 * //What content standards are addressed?//**
 * **History & Social Science:**
 * **Area:**World History and Geography: Ancient Civilizations Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
 * **Sub-Strand 6.7:** Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
 * **Standard 1:** Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
 * **Standard 2:** Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
 * **Standard 3:** Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
 * **Standard 4:** Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.
 * **Standard 8:** Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law
 * **English Language Arts**
 * **Area:**Writing
 * **Concept:**Organization and Focus
 * **Standard 1.3:** Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order
 * **Area:**Reading
 * **Concept:**Comprehension and Analysis of Grade-Level-Appropriate Text
 * **Standard 2.4:** Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
 * **Visual Arts: Historical and Cultural Context Standard:**
 * **Area:**Connections, Relationships, and Applications
 * **Concept:**Connections and Applications
 * **Standard 5.3:** Create artwork containing visual metaphors that express the traditions and myths of selected cultures

Through this thematic unit we desire that our students fully understand the impact Ancient Rome has had on governments and countries today, including America. The importance of Roman architecture and public buildings and how their significance and influence is still seen today. We want them to realize that there were many cultures and languages within the Roman Empire and how the Roman Empire rose and came about. A misunderstanding students may have and we want to clarify is the difference of government between the Roman Republic and the Roman Empire.
 * //What enduring understandings are desired (and what misunderstandings will be addressed)?//**

1. What present geographical areas did Ancient Rome conquer and cover? 2. What major rivers played a significant role in Ancient Rome? 3. What marked the rise of the Roman Empire? 4. What people played the most significant roles in the rise of the Roman Empire? 5. What are significant time frames and turning points for Ancient Rome? (such as Pax Romana, etc.) 6. How has Roman architecture and public buildings influenced and affected modern day architecture and buildings?
 * //What essential questions will guide this unit and focus teaching/learning?//**

//Students will know the origin of Ancient Rome. How it transitioned from a republic to an empire. They will know important people of Rome, key events, and significant contributions that led to the strength of the Roman Empire.// //Students will be able to recall significant dates and events that led to the Roman Empire.//
 * //What key knowledge and skills will students acquire as a result of this unit?//**
 * //-Students will know://**
 * //- Students will be able to://**

Stage 2: Determining acceptable evidence //**What evidence will show that students understand?**// //**Performance Tasks*: Questaurant**// Task 1-A Menu of Rome Task 2-"Mural"/Timeline Task 3-"Table Cloth"/Geographical Map Task 4- Plan a Roman City

//**Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples)**// There will be two other pieces used to determine student achievement in this unit. There will be summative assessment given at the end of this unit to measure individual student success. The assessment will be multiple choice, true/false, and short answer. The students will receive an overall grade out of a total 50 points possible on this assessment. Another form of evidence that will be collected throughout this unit will be weekly multiple choice quizzes to monitor student progress in the unit. Students will be required to read their textbook for homework and at the end of each week, they will be given a short 10 question multiple choice quiz. The quiz will be worth 10 points each. There will be a total of 2 quizzes in this 3 week unit. There will be daily observations that will help guide the teacher in formatting the lesson plans and length of activities. The teacher will watch for student interaction with each other, with the material, participation, and level of knowledge gained each day.

//**Student Self-Assessment:**// Students will use the great tool of self-assessment after each task is complete. Students will rate their participation level, knowledge gained, and overall experience after each task is complete. This is very important for the student and teacher. THis provides students with a time of self reflection. They are able to reflect on their actions and also the amount of knowledge that was gained throughout the whole activity. This also provides the teacher with a gauge of how well the students believed they did and if the activity helped them gain knowledge.

Performance Task #1 //**Task Title:** The Menu// //**Approximate:** Four Class Days// //**What desired understandings/content standards will be assessed through this task?**// //Students will demonstrate their knowledge of the material that has been taught by creating their own questions with answers about the Roman city.// Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. //Students will have the option to develop questions from any part of the unit. The questions will include the location and develpoment of the Roman Empire, the historical figures of the Roman Empire and their importance and contriubtions. Questions will also include the the Roman lifestyle.//

//Standards:// //6.1// Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus,Cincinnatus, Julius Caesar, and Cicero. 6.3 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes. 6.8 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

//**What criteria are implied in the standards/understandings regardless of the task specified?**// The standards indicate that the students will be able to identify the major aspects of Ancient Rome, how it transitioned from republic to empire, the political, geographical, and ecnomical development. Students will be able to anaylze the contributions and the significance that the Roman Empire held in the ancient civilizations times and how it has impacted the rpeset time today. The task therefore, will give students an opportunity to recall information that was learned and found interesting enough to develop a question. This will provide great evidence of student learning.

//**Through what authentic performances task will students demonstrate understanding? (Inclue G.R.A.S.P.S.)**//
 * Goal**: Students will demonstrate their understanding about the development and contributions of the Roman Empire. Students will be able to develop higher order thinking skills by creating questions as evidence of their learning. Questions will be in relation with Bloom’s Taxonomy.


 * Role**: The students will be placed in groups of 4 and work cooperatively to create the menu for their Questaurant.


 * Audience:** The audience will be the students. When the menu portion is completed groups will trade or visit each other's restaurants and answer the questions on a separate sheet of paper. Students will then be able to check their answers with the dessert part of the menu.


 * Scenario**: Throughout the course of this unit students will learn about the rise of Rome, the transition into the Roman Empire, the lifestyle of the Rome, languages of Rome, the significant leaders of the Rome, and any other person that may have influenced or helped shape Rome. The teacher will then explain to the students that the word restaurant comes from the Latin word 'retaurare', which means to restore, or build up again. Each group will be designing a restaurant where customers go to restore their minds with knowledge of Ancient Rome. The name for where this new kind of educational dining experience occurs is the "Questaurant". Their first task is to create a menu for their restaurant. The menu will consist of appetizers, a main course, and dessert. The appetizers will be 5 true or false questions and or fill in the blank, the main course will consist of ten open ended questions and the dessert for the menu will be the answer to the appetizers and the main course that the students developed. The students will also have to use their creativity by adding color, design, and pictures to bring their menu to life.


 * Purpose**: This activity will help students analyze their own knowledge and meaning of the material presented. When students visit their fellow students’ “restaurants” they will be motivated in answering the questions. This task also introduces the idea of Bloom’s Taxonomy, students need to think about questions and answers critically.

Standards : 6.1 Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus,Cincinnatus, Julius Caesar, and Cicero. 6.3 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes. 6.8 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

//**What student products/performances will provide evidence of desired understanding ?**// The evidence will be the type of questions that the students create based on the unit. The questions need to be revlant to the Roman Empire. Students will create a menu that will reprsentate the Roman Empire providing all significant information that will restore customer's minds about the Roman Empire.

Each group will be required to have the following in the menu: Appetizers: True or False Questions and or Fill in the blank Questions Main Course: 10 open ended questions Dessert: The Answers to all questions Creativity : Pictures, Design, Style, Penmanship, Color, Overall Neat Product Students will also need to write down what each member's duty was in the project
 * //By what criteria will student products/performances be evaluated?//**







Performance Task #2 //**Task Title:**// **The Mural/Time line** //**Approximate Time Frame: Three days**// //**What desired understandings/content standards will be assessed through this task?**// Students will understand important and significant dates, events, and people of Ancient Rome and how they shaped and affected the Empire.

Students will be able to list important people while matching them with the significant events they have listed.

Students will create a mural for their Questaurant on large butcher paper. They will work collaboratively in groups of 4. Their mural will creatively illustrate a timeline and other information to rebuild knowledge of events, dates, people, etc. The timeline will be creative expression or symbol of Ancient Rome; such as timeline building up in the form of the colosseum or aqueduct.

//Social Science/History:// Standard 1**:** Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
 * Standards:**

//Visual and Performing Arts:// 5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

//**What criteria are implied in the standards/understandings regardless of the task specified?**// The standards imply that the 6th grade students understand important and significant events and dates that occurred in Ancient Rome. They are able to recall such events and dates in chronological order and show how one significant and important event led into the other. They recognize the incidents which led from the Roman Republic to the Roman Empire.

//**Through what authentic performances task will students demonstrate understanding? (Inclue G.R.A.S.P.S.)**//
 * Goal:** Students will understand the chronological order of significant events and how they influenced and even changed the ruling government of Rome. They will be able to see how it is that different events lead into and alter other events.


 * Role:** Students will collaboratively in groups of 4 to create this mural/timeline. They will create a timeline and any other illustrated information that depicts Ancient Rome, events, people and even ideas that came about from Rome.


 * Audience:** The audience will be the students (class). Groups will take turns coming to the front of the class and presenting their mural to all the students. Once all students have presented they will be on display on bulletin boards for all students, staff, and parents to see.


 * Scenario:** The students will first be taught through various PowerPoint presentations and textbook readings about the start of Rome, the Roman Republic, and the Roman Empire. This includes important people, events leading up to the final product of Rome, and any vocabulary necessary. The teacher will then give instruction of the activity, break students up into groups of 4, and allot 45 minutes for three day for students to complete their mural. Students will be allowed to use any notes they took from the PowerPoint slides and their text book.


 * Purpose:** The purpose of this activity is for students to realize the lasting impacts that events, people, and ideas from Ancient Rome have had even to this day. Students will also gain a sense for time and politics, since much of the Roman events centered around politics.

//Social Science/History:// Standard 1**:** Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
 * Standards:**

//Visual and Performing Arts:// 5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

//**What student products/performances will provide evidence of desired understanding?**// The product used to gauged student’s evidence of understanding material will be the final product of the mural. Students will have to have chosen significant events (ones that are meaningful), listed influential and significant people. Student performance will be based on the cooperation and input each member contributes within each group. //(below is an example of a groups mural)//
 * //By what criteria will student products/performances be evaluated?//**
 * **Completion**
 * **Group collaboration**
 * **Creativity**

Performance Task #3 //**Task Title: Table Cloth (map)**// //**Approximate Time Frame: Three days**// //**What desired understandings/content standards will be assessed through this task?**// Students will understand the significance of key rivers, bodies of water, mountain ranges, and the vast amounts of lands that were conquered and the various cultures that were included in the Roman Empire.

Students will understand how obtaining the lands that were conquered helped make the Roman Empire stronger.

Students will create a tablecloth (geographical map) for their Questaurant. It will be a detailed map to help with geography questions. The map will show all lands (countries) that were conquered and included in the Roman Empire; also symbols pointing out the location of any key events. All maps should include a compass, a key, and any other important natural feature that.

//Social Science/History:// __Standard 1:__ Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero. __Standard 3:__ Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
 * Standards:**

//Visual and Performing Arts:// Standard 5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

//**What criteria are implied in the standards/understandings regardless of the task specified?**// Regardless of the task specifics, the standards imply that the 6th grade students will be able to identify key locations on a geographical map that played an important role in the start of Rome. Students will also be able to understand the geographical reasons and how they affected and shaped political growth in Rome, how it helped with trade (and the significance of that), and how this affected the economic growth.

//**Through what authentic performances task will students demonstrate understanding? (Inclue G.R.A.S.P.S.)**//
 * Goal:** Students ill understand how geographical location can play a significant role in the growth and strengthening of a country.


 * Role:** Students will work in collaborative groups to create the geographical map for Ancient Rome.


 * Audience:** Each group will be given time to present to the class their geographical map and explain why they choose to highlight the parts on the map they did. Therefore, the students will be the audience and the teacher. Also, when all presentations are completed they will be put on display for all students, staff and parents to see.


 * Scenario:** After students have been learning and taking notes about Ancient Rome from PowerPoint presentations and their text books; they will be instructed to create their table cloth for their Questaurant. The table cloth will be a geographical map. After all directions have been given students will be allowed to break up into their previous group of 4 (mural group) and begin working.


 * Purpose:** The purpose of this activity is for students to see and understand that there are many roles that come into play for a country’s rise, growth, and strength. This will not only allow them to see how large the Roman Empire grew to be, but also to see how present day countries are affected by their geographical location and features.

__Standard 1:__ Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero. __Standard 3:__ Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
 * Standards:** //Social Science/History://

//Visual and Performing Arts:// Standard 5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures. //**What student products/performances will provide evidence of desired understanding?**// Student evidence of understanding will be based on several things. First the amount of information and help each student offers within each group. Secondly, will be on the final product of the map and what information is highlighted. Finally, when students present will be the final performance in which evidence will show their understanding. The amount of information they are able to dispense and how fluently they are able to talk about their map.
 * //By what criteria will student products/performances be evaluated?//**
 * **Group collaboration**
 * **Creativity**
 * **Information given in presentation**
 * **Completion**
 * //(below is an example)//**

Performance Task #4 //**Task Title:**// Plan a Roman City //**Approximate Time Frame:**// Two Week

//**What desired understandings/content standards will be assessed through this task?**// Students will be able to show their understanding of Roman building structures, currency, city and home life, the use of ports, and all encompassing information to end the unit about the Roman Empire. Students will understand what made up a Roman city. Students will work in groups to develop and generate their own city. The city must encompass the correct use of Roman structures, specific buildings/areas that they used in that time frame, and develop currency that their city will use for trade.

Standards: 6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. 6.7.3: Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes. 6.7.8: Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.

//**What criteria are implied in the standards/understandings regardless of the task specified?**// Regardless of the task specified, the standards imply that 6th grade students need to be aware and understand important aspects of the development of Rome. Students are required to learn about the political, economic, religious, and social structures and how these structures developed overtime. This encompasses all aspects to the Roman empire that are all areas of great importance. For instance, understanding the economic growth through the use of currency, the legacies of the Roman architecture, and pinpointing the location of political and geographic reasons for growth that lead to the expansion of the Roman empire. Therefore, learning about how to plan a Roman city, and designing it from the bottom up, will allow students to understand the different, yet very important, key elements that make up a Roman city.

//**Through what authentic performances task will students demonstrate understanding? (Inclue G.R.A.S.P.S.)**//
 * Goal:** Students will understand Ancient Roman economic and geographic structures to create their own Roman city. Students will relate the information they have learned to make sure their city represents the correct use of architectural structures, buildings, city life including entertainment areas, and trade ports including the development of a new currency.


 * Role:** The students will work in groups of 3 to create a large Roman city that depicts a clear representation of Roman life during ancient times. They will be required to create housing for both the poor (apartments) and the wealthy (large fancy buildings), public buildings (marketplaces, meeting places, government offices, temples, etc.), a source of water (well of aqueduct), places for entertainment (sport arenas), and other necessary and important places (public bath vicinities). Students are also required to establish currency and a name for their city, making sure to use appropriate symbols. Students will create their city on large butcher paper and present their city to the class.


 * Audience:** Throughout the lessons, the students will be the audience as the teacher uses PowerPoint and textbook instruction to provide the main content that the state requires 6th grade students to know. At the end of the unit, each group will present their city to their fellow classmates. Their work will be displayed on the classroom walls for other students, teachers, parents, and administration to look at when they please.


 * Scenario:** In order for the students to be able to complete this task successfully, they need to have learned the content first. First, the teacher will provide students with full directions of their requirements for this activity. They will receive instructions about everything they will need to include, so that they are aware of it while the instruction of the content is going on. The teacher will also provide the students with a visual example of a previous groups' project. Next, the students will be taught the information. Each day, that a new lesson is taught students will have time to meet with their groups and plan that aspect of their city. For example, when students learn about Trade and Currency in Rome, they will meet with their group to discuss how they are going to design their city's currency. Throughout the course of lessons, students will learn about the following aspects of the Roman Empire- From Republic to Empire (the transition and expansion to the Roman Empire), Trade and Currency (including the importance Roman Ports), and Everyday Life in Ancient Rome, including home, city, and country life. Students will learn this information through a series of PowerPoints, lectures, and the use of their textbook. They will take notes and are required each day to meet with their group and discuss their plans as the unit progresses. Each group will need to show the teacher their daily progress, to ensure that groups are actually working and not just messing around. Once all the information is taught, groups will be given multiple days to work on their city in class. The teacher will provide butcher paper for each group to design their city on. Students will also be given the ability to use the classroom laptops to complete research and look up pictures of architecture and buildings. Students are required to use their understanding of Roman architecture to produce drawings for their city. After days of working hard, students will then present their city to the class. During the presentation, groups will discuss their meaning behind the currency chosen (including the reasoning behind the shape and symbol chosen), why they placed the buildings where they did, what all the buildings are, etc.


 * Purpose:** The purpose of this activity is to allow students to take all the information they have learned and put it to use. This activity demands that students have knowledge of the Roman Empire. If they do not draw buildings using the correct style of architecture, include public buildings of that time period, trade routes, etc. they will miss the overall purpose of this activity. They will not be graded upon their artistic ability to produce beautiful buildings and a beautiful city; they will be graded on their overall knowledge of Roman life in the Roman empire.

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. 6.7.3: Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes. 6.7.8: Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.
 * Standards:**

There are two main products/performances that will demonstrate the desired learning goals for this task. First, the actual drawing of the Roman city. This activity is all about depicting Roman life through their drawings and designs of a city. The map of their Roman city will provide the overall evidence that they have mastered the concepts and understand the development of the Roman Empire. Secondly, the group presentation will be another piece of evidence to demonstrate understanding. During the presentation, students will express why they designed the city the way they did, they will explain buildings, architecture, trade, and everyday life in the Roman Empire. The presentation will be the last piece that will show that the students understand life in Ancient Rome.
 * //What student products/performances will provide evidence of desired understanding?//**

Each groups' work must include the following: Performance Rubric:
 * //By what criteria will student products/performances be evaluated?//**
 * At least 7 buildings- must include housing for the poor and wealthy, public buildings, places for entertainment, places of necessity (public baths), etc.
 * Must be drawn in pen and colored appropriately
 * Must include Roman architecture
 * Currency- the coin must include an appropriate symbol and be located somewhere on the map of the city
 * Score 4:
 * Draws excellent city plan based on Roman structures
 * Includes all of the above requirements
 * Presents their information in an organized fashion with a lot of detail and knowledge about their city.
 * Score 3:
 * Draws a good city plan based on Roman structures
 * Includes most of the requirements listed above
 * Presentation lacks detail and reasoning behind decisions made about their city.
 * Score 2:
 * Draws adequate city plan based on Roman structures
 * Includes only half the requirements listed above
 * Presentation is too short, lacking complete detail about their city.
 * Score 1:
 * Draws a poor city plan that is not based on Roman structures
 * Includes a few requirements listed above
 * Presentation displays no knowledge about their Roman city.

Stage 3: Plan learning Experiences & Instruction
 * What sequence of teaching and learning experiences will equip students to develop and understand the desired understandings? Consider the W.H.E.R.E. elements, from the student's perspective.**
 * **W**here/What/Why:Where- Students will be aware of what the standards and goals are for the unit. As a class we will briefly discuss each activity and its expectations in order to satisfy the standard each day this will provide students with an overview of the lesson and agenda items for each day before we start the unit. Students will be creating a questurant of the Roman Empire. The What : questrant will include a menu project where students will develop a higher order questions to demonstrate their knowledge of the information and facts learned. This will introduce students to the Roman Empire. This activity will be followed by a mural that the students will illustrate a timeline to rebuild their knowledge of events, dates people, etc. This activity will then lead the students into their final project by developing and planning a Roman city using the correct architecture, materials need to construct different types o building based on the Roman lifestyle and people. Why: The students are performing how they became dominant and what was the cause was the cause of the civilization declining. Students also analyze how the everyday life of the Roman people and how their roles, and importance has impacted put world today. The stands what the students already know about the Rome throughout the lesson activities in the unit? The students will use their knowledge learned to demonstrate their understanding in a meaningful way. They are demonstrating their learning in their perspective through the projects being created and expected.
 * **H**ooked: Students will be constantly engaged throughout this unit due to the variety of resources that are used within each lesson and task. Through PowerPoint, videos, engaging activities, group work, and class discussions; students will continuously stay engaged and involved in the concepts being taught. They will be required to work together, enhance their research abilities, and use their creativity to complete in all of the activities.
 * **E**xplore/Experience/Equip- Students will explore and experience the key concepts throughout a variety of methods within this unit. Each day, after learning and enhancing their content knowledge students will participate in an array of tasks that allow students explore and experience the content. Students will participate in creating a Menu. The menu consists of developing challenging questions and answers. Students will also create a mural (timeline) of Ancient Rome. This timeline/mural includes pictures, symbols, and writing about important events. The students will also make a map of Rome on butcher paper to show their knowledge of Rome. Lastly, they will design their own Roman city. Students are required to create their city using Roman architecture, daily life, and aspects of real Roman cities. These activities truly allow the students to explore and experience the concepts found within this unit and equip the students to expand their knowledge of Ancient Rome forever.
 * **R**ehearse/Revise/Refine- Throughout the unit, students are provided ample time to revise and refine their work during each particular task. Students are able to take responsibility of their work and revise and refine it when they feel is necessary. Throughout each task, they are given time to alter their work and strengthen it for the better. This will give students a great responsibility that will shine through in their finished product
 * **E**valuate- Students will be evaluated at the end of the unit. They will give be given a summative assessment upon completion of the unit. Within this assessment, students will be required to complete multiple choice questions, short answers, and true and false. Besides this formal assessment, students will also evaluate themselves by the use of a self-assessment at the end of each task that was presented to them. They rate themselves according to how well they learned, worked, and successfully achieved their learning goals. This will allow students to reflect upon their learning and the activity.

Throughout the unit, the use of technology will be incorporated to help ensure student success and achievement. The use of PowerPoint will be used to teach the content to the students. The students will have read the textbook prior to coming to class and the PowerPoint will allow the teacher to lecture on the main points. Students will have a visual aid to help them follow along with the teacher's lecture as well as see pictures, graphs/charts, and diagrams to help the students better understand the material. PowerPoint is a great tool for presenting ideas and concepts to students at the 6th grade level. Other forms of technology that will be used are videos. A video called, Living History: Living in the Roman Empire will be used along side the PowerPoint to provide the students will a clear visualization of what they are learning. The video also includes great information about the architecture of the Roman buildings, which is especially important for Task 4.
 * In what ways will technology be used that will equip students to develop and demonstrate the desired understandings?**

//Living History: Living in the Roman Empire//. Prod. Ancient Lights. Ancient Lights, 2000. //Discovery Education//. Web. 23 May 2012. .

When the unit is complete and finished, parents/guardians will be invited to the classroom Questaurant. This will give a chance for the students to show all their hard work they have done in the classroom. Also, it will give a chance for students to lead a discussion with parents/guardians about what they have learned about Ancient Rome. This would drive instruction further more.
 * What parental/family involvement activities will equip students to develop and demonstrate the desired understandings?**

This bulletin board is for all ancient civilizations that will be taught throughout the course of the year in social studies. This is just one example, that includes Ancient Rome, however, a whole wall would be designated for Ancient Rome during this unit.
 * Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings?**


 * What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings?**

Calendar of Events for Unit: Overview of Unit Video Begin researching for Menu
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 1

W.H.E. || 2

Continue Working on Menu

E. || 3

Continue working on Menu

E.R. || 4

Group Presentations for the Menu Self-Assessment

W.E.R.E. || 5 Begin Mural (timeline)

W.E. || Students work on Mural/Timeline
 * 6

E.R. || 7 Continue to work on Mural/Timeline

E.R. || 8 Group Mural Presentations Self-Assessment

E.E. || 9 Groups begin creating and planning Maps

W.E. || 10 Continue working on Map

E.R. || Group Map presentations Self-Assessment
 * 11

E.R.E. || 12 Students Create Roman CIty

W.E. || 13 Continue working on Roman City

E.R. || 14 Continue working on Roman City

E.R. || 15 Present Roman Cities Self-Assessment

E.E || Summative Assessment
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E. ||  ||   ||   ||   ||