Rome Unit Plan 1

Ancient Rome
Ancient Civilizations Grade 7

Students will understand and analyze the founding of Roman Civilization, the rise and fall of Rome, and
look at Roman Culture. Students will learn about the Etruscan Civilization, the Roman Republic, Roman
Culture, and the Roman Empire. Students will analyze Roman art and historical documents to decipher how
Rome grew to be such a large empire and how it eventually fell. Students will be able to relate Roman
culture and events to the modern world by exploring its lasting cultural impact, architectural impact, and
governmental impact on Western Civilization.
Table of Contents
Unit Plan ……………………………………………………3-7

Unit Plan Schedule…………………………………………...8-9
Who Were the Etruscan's Lesson …………………………11-14
First Three Emperors of Rome Lesson …………………...15-18
Etruscan Wars Lesson …………………………………….19-22
Constantine or Augustus Debate Lesson…………………..23-26
Why did Rome Fall?............................................................27-30
Individual Project Directions and Rubric…………………31-35
Stage 1 – Desired Results
ESTABLISHED Transfer
GOALS Students will be able to independently use their learning to…
8.1.7.A See how ancient Rome impacted the modern world throughout its centuries of power
Demonstrate
continuity and change Meaning
over time using UNDERSTANDINGS ESSENTIAL QUESTIONS
sequential order and Students will understand that…
context of events 1. Who are the Etruscans?
The Etruscans were in Italy first and Rome
8.1.7.B borrowed most of its culture from them. 2. How did Rome become a Republic?
Identify and use 3. Why did Rome Grow to be so
Primary and The Roman Republic’s power came from the powerful?
Secondary Sources Senate which was responsible for the empire's 4. Where do we see Roman Culture
to analyze multiple initial growth Today?
points of view for 5. Why did Rome Fall?
historical events Roman culture was unique and influential
towards Western Civilization
8.4.7. A
Summarize the social, Roman Empire was ruled by an emperor who
political, cultural, and had absolute power in Rome
economic
contributions of The Roman Empire fell due to many complex
individuals and reasons
groups in world
history Acquisition
Students will know… Students will be skilled at…
8.4.7.B
Explain the
importance of Who the Etruscans were and their impact Determining some of the most important
historical documents, on Roman culture and civilization. events in Roman history by including those
artifacts, and sites Why Rome chose to become a Republic events in their individual projects.
that are critical to and who was in charge of the Republic?
world history Reflecting on Rome’s impact in the modern
What made Roman culture Unique and its world by including Roman art,
8.4.7.D impact on Western Civilization architecture, government, and/or literature
Explain how conflict within their individual project.
and cooperation How the empire formed after years of
among groups and being a Republic and how it eventually fell.
organizations have
impacted the history
of the world
Text Types and
Purposes
CC.8.6.6-8.A.
Write arguments
focused on
discipline-specific
content.
Introduce claim(s)
about a topic or issue,
acknowledge and
distinguish the
claim(s)
from alternate or
opposing claims, and
organize the reasons
and evidence
logically.
Support claim(s) with
logical reasoning and
relevant, accurate
data and evidence
that
demonstrate an
understanding of the
topic or
text, using credible
sources.
Use words, phrases,
and clauses to create
cohesion and clarify
the relationships
among
claim(s),
counterclaims,
reasons, and
evidence.
Establish and
maintain a formal
style.
Provide a concluding
statement or section
that follows from and
supports the argument
presented.
CC.8.6.9-10.F.
Conduct short as well
as more sustained
research
projects to answer a
question (including a
self-generated
question) or solve a
problem; narrow or
broaden the inquiry
when appropriate;
synthesize
multiple sources on
the subject,
demonstrating
subject under
investigation.
CC.8.6.11-12.F.
Conduct short as well
as more sustained
research
projects to answer a
question (including a
self-generated
question) or solve a
problem; narrow or
broaden the inquiry
when appropriate;
synthesize
multiple sources on
the subject,
demonstrating
subject under
investigation.
CC.8.6.6-8.G.
Gather relevant
information from
multiple print and
digital sources, using
search terms
effectively; assess
the credibility and
accuracy of each
source; and quote
or paraphrase the data
and conclusions of
others
while avoiding
plagiarism and
following a standard
format for citation
Stage 2 – Evidence and Assessment

Evaluative Criteria Assessment Evidence
Individual Project PERFORMANCE TASK(S):
Rubric Individual Project Directions
OTHER EVIDENCE:
Summative Assessments
Quizzes Week 21, 22, 23, 24, and 25
Formative Assessments:
Exit Tickets (not graded)
Stopping points on presentation
Classroom discussion
Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction
Day 1 Day 2 Day 3 Day 4 Day 5
Who Were the Etruscan Art Lesson Etruscan government, Italy before the Etruscan Quiz/
Etruscans? Lesson -Students will look at warfare, and conquest of Rome Individual Project Day
Etruscan art in more Architecture Lesson Lesson -This will be the 21st
detail and how it -Students will week of the year and
influenced Roman art understand how the students should
Etruscan government already know how to
functioned, how the create citations, I will
Etruscans fought, and guide students to the
some of the sources within the
architectural slideshow and have
achievements of the them write notes that
Etruscans will help with the
future project
-All sources for the
entire unit will be on
one page if students
want to work ahead
on their project
Greek influence on Roman religion Ecologue 1 (a poem Roman architecture Roman Culture Quiz/
Rome Lesson Lesson by Virgil) Lesson lesson Individual Project Day
-Students will look at -Students will explore -Students will read -Students will become -Students should start
how Greek culture the Roman gods and Ecologue 1 and experts on a to think about which
influenced Roman temples decipher the meaning particular piece of individual project they
culture behind the famous Roman architecture will do
Roman poet such as the aqueduct -Students will take
and present by the notes on the sources
end of class in the slideshows
The First Three Emperor Nero and Emperor Trajan and Rome during the 3rd Roman Empire Quiz/
Emperors Lesson Rome in the 1st Hadrian Lesson Century before Individual Project Day
Century CE Lesson -Students will Diocletian Lesson -Students will start to
-Students will explore compare and contrast -Students will look at work on their project
the accomplishments the accomplishments how the Roman in class and I will help
of Rome during the of two of the most emperor began to with whatever the
first century with influential Roman somewhat falter students require
special attention to emperors toward the end of the
Nero 3rd century CE
Roman empire split Eastern Roman Western Roman Why did Rome Fall? Fall of Rome
lesson Empire Lesson Empire Lesson- lesson Quiz/Individual
-Students will -Students will look at -Students will look at Project
understand why the what happened what happened -The students can
Roman empire split specifically to the specifically to the work on finishing their
into the West and Eastern Roman Western Roman individual projects
East Empire and why it Empire and if we and the project will be
eventually collapsed could say that Rome due on Sunday at
fell since Western midnight
Rome wouldn’t
officially collapse until
the 1400’s
Mount Aloysius College
Education Department
Lesson Plan Format
*The descriptions are offered for your information and guidance and
should NOT be included in the lesson plan.*
I. Heading
Lesson Title: Who were the Etruscans

Teacher Name: Mr. Peterson
Date Lesson is Taught: First Lesson of the Etruscan week on Rome Unit plan
Subject/Discipline: Social Studies
Grade Level: 7th grade
Number of Students: any
Allocated Instructional Time: 45 Minutes
Multiple Intelligences Addressed: Linguistic, intrapersonal, and interpersonal
Pennsylvania Common Core Standards or Early Learning Standards:
8.1.7.A
Demonstrate continuity and change over time using sequential order and context of events
8.1.7.B
Identify and use Primary and Secondary Sources to analyze multiple points of view for historical events
8.4.7. A
Summarize the social, political, cultural, and economic contributions of individuals and groups in world history
II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)
1. The students are familiar with Rome as a civilization in ancient history.

2. The purpose of this lesson is to expose students to the Etruscans as the forefathers of Rome. Students will
understand that Rome was heavily influenced by the Etruscans before diving deeper into Etruscan government,
culture, and economics.
III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)
● Find out where the Etruscans potentially came from

● Look at Etruscan History chronologically
● Explore Etruscan Culture
● Learn why the Etruscans are critical in Roman History
IV. Materials (Danielson 1d: Demonstrating Knowledge of Resources)
Slideshow
Notebook/Computer
V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and Pedagogy) (Danielson 1e: Designing
Coherent Instruction) (Danielson 3a: Communicating with Students) (3b Using Questioning and Discussion
Techniques) (Danielson 3c Engaging Students in Learning)
A. Introduction, Motivation, and Setting the Stage
Bellringer: What are the Romans known for?

B. Lesson Body
1. During the discussion about what the Romans were known for introduce the idea that the Etruscans
were responsible for certain aspects of Roman culture, warfare, and technology
2. Look at the origins of the Etruscans. (Not enough research has been done on this topic and it is still
up for debate)
3. Villonovian Period: This period is marked by Etruscan people moving into large cities ( See if students
remember city-states from the Greek Unit, if not remind the entire class)
4. Etruria: The main idea is that the Etruscans traded because of access to natural resources. (Pull up
the map on the slideshow and see what students notice, point students to how far the Etruscan's
trade routes went)
5. The rest of the slideshow shows students how Rome was heavily influenced by the Etruscans
(especially culturally)
6. Check student's notes while going over the slideshow and see if students can draw connections to
previous units (Many of the topics can be connected to the Greek units as much of Etruscan culture is
based on Greek culture)
C. Strategies for Differentiated Instruction (Danielson 3e: Demonstrating Flexibility and Responsiveness)
1. A gifted child will be asked to explore one of the secondary or primary source stops before I give the
slideshow. They will then be asked to add to the slideshow if they were giving the lesson to future students
(2-3 additions for the entire slideshow)
2. A child with ADHD will be sent the slideshow in advance. They will also be allowed to walk around as long
as they take notes for each slide.
3. An ELL learner will be allowed to take notes with another student from the class. Students are also allowed
to use their computers to help with the translation of certain words.
D. Closure/Conclusion
Include one or more of the following:

I will ask the class if they can give a summary of what they learned today in two sentences. I will write the
sentences on the board and students will write down the two sentences in their notes.
E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

1. Class discussion- What did you learn about the Etruscans that you did not know before
VI. Communicating with Families/Homework Assignment/Independent Practice (Danielson 4c: Communicating with
Families)
The slideshow will be posted to the classroom website along with the two-sentence class summary given at the
end of class. (I will give directions on the website to write down at least one note per slide in their
notebooks/computer)
VII. Evaluation
A. Student Assessment (Danielson 1f: Designing Student Assessment) (Danielson 3d: Using Assessment in
Instruction)
The Two Sentence class summary will prove to me that the class understood the lesson objectives and is prepared
to look deeper into Etruscan culture, government, and their relationship with Rome during the week.
B. Reflective Practice/Self-Evaluation (To be completed after the lesson is taught) (Danielson 4a: Reflecting on
Teaching)
Reflect on your teaching experience and answer these questions:
1. What were two strengths of the lesson?

2. What are two areas of the lesson that need improvement?
3. What would I do differently, if I were to reteach this lesson?
4. What biases, if any, existed in the materials, activities, language, or interactions with children?
5. Did anything surprise me?
Lesson Plan Format
I. Heading
Lesson Title: First Three Emperors of Rome

Date Lesson is Taught: First Lesson of Roman Empire Unit
Grade Level: 7
Number of Students: Any
Multiple Intelligences Addressed: Linguistic, intrapersonal, interpersonal, and kinesthetic
8.1.7.A
8.1.7.B
8.4.7. A
1. The students are familiar with the Roman Republic and the fall of Julius Caesar after years of Civil War
2. The purpose of this lesson is to introduce students to the first three emperors and begin to see how Rome
would fall due to bad leadership. (Claudius)
1. Background on the First Three Emperors of Rome

2. Become an expert on One of the emperors
3. Create a 2-minute skit that represents one of the emperors
Slideshow
Readings (print) the links are in the slideshow and students can either view from there or have a hard copy
Notebook/computer
Bellringer- What Would You do If you were the emperor?

B. Lesson Body
A. Give background on the first three emperors

B. Show students the primary and secondary sources that can be used for their project for Augustus Caesar
(He is the most important of the three emperors, I want students to learn more about him than anyone
else)
C. Divide the class into three even groups
D. Each group will represent one of the emperors (Pick a number between 1 and 3 or random to choose
which emperor)
E. Show students the readings and read the first excerpt from Tiberius for the students (This group reading
is the longest) Write down one fact from that on the board and act it out for the students.
F. Students will then read their individual readings and create a 1-2 minute skit that includes at least 2-3
facts (Write down these instructions on the board)
1. A gifted child will be asked to lead the group discussion instead of the teacher
2. A child with a dysgraphia will be able to write and read on their computers instead of using a notebook
3. An ELL student will be able to have the slideshow before the class. They are also able to work in groups for
the reading.
The Skit will show if the students picked up on the important facts of the readings (I might have more rules
regarding the skit if the class can’t handle it, but at this point, it is open to anything other than it must have 2-3
facts from the reading)

1. Class discussion about which emperor they think is the best/ vote on the best skit and give candy to who
wins
Families)
The slideshow will be posted on the classroom website. The readings are on the slideshow and the students who
missed them will be asked to read Augustus Caesar and write down 2-3 important facts.
VII. Evaluation
Instruction)
The skits and possible class discussion will prove to me that students understood what makes the emperors unique
and the important facts about them.
Teaching)

Lesson Plan Format
I. Heading
Lesson Title: Etruscan Wars

Date Lesson is Taught: Thursday of the Etruscan week in Rome Unit Plan
Allocated Instructional Time: 45 minutes
Multiple Intelligences Addressed: Spatial, Linguistic, interpersonal
8.1.7.A
8.4.7.D
Explain how conflict and cooperation among groups and organizations have impacted the history of the world
Text Types and Purposes
1. The students are familiar with who the Etruscans were and their cultural accomplishments.
2. The purpose of this lesson is to show why Rome eventually conquered the Etruscans
1. Watch the Roman-Etruscan wars video as a class and take notes

2. Students will each be given a map of Italy and are to draw the borders of the Etruscans and Romans before
the war.
3. Students will use their notes and the video to fill in important topics discussed in the video
Video
Map (Print)
What do Good Notetakers Do? (reminder because this lesson is centered around the ability to take good notes)
Try to hit these points: Organized, Main point and a small explanation of that point, and annotations
B. Lesson Body
A. Show the video to the class, students will take notes while watching the video
B. Pause the video at 3:05 and 5:44 (I want students to copy what is in the video)
C. Pause video at 8:15 (Tell students to pay attention to the city of Veii and spell it out on the board)
D. Give every student a copy of the map assignment
E. Students will use the video and their notes to complete the assignment
F. At the end of class, we will discuss what each student thought was the most important thing to put in their
boxes
G. Have students add to their notes if necessary during the discussion
1. A gifted child will be given the opportunity to write as much information on the map as they want
2. A student with dyslexia will be able to watch the video on their own with headphones
3. An ELL learner will be able to work with another student to make sure they get the correct notes and also
understand the content before being given the map
Class discussion about what each student felt was most important to know about the Etruscan wars

1. Students will peer-review each other's notes to look for organization (Can another student understand what
you wrote down). This will also reinforce the topic.
Families)
The map and video will be on the classroom website for students who missed class.
VII. Evaluation
The class discussion will let me know that the students are getting good at note-taking by this time of the year. It
will also reinforce that students understand the topic.
Instruction)
The map activity and discussion will assess the student's ability to explain the Etruscan wars
Teaching)

Lesson Plan Format
I. Heading
Lesson Title: Constantine or Augustus Debate

Teacher Name: Mr./Ms.
Date Lesson is Taught: Lesson 4 of Roman Empire week on Rome Unit Plan
Grade Level: 7th Grade
Multiple Intelligences Addressed: Interpersonal, Intrapersonal, Linguistic, and Logical-Reasoning
8.1.7.B
8.4.7. A
1. The students are familiar with the emperors of the Roman empire.
2. The purpose of this lesson is to explore two of the most influential leader of Rome and have a debate on who
they think is the better one
1. Students will be divided into two separate groups (desks facing each other)
2. Students will be given a secondary source for either Constantine the Great or Augustus Caesar
3. Students will have half the class to prepare notes for the debate on why their emperor is the best
4. Students are encouraged to use their knowledge outside of the sources to help in their debate
5. Students will take the second half of class to support their emperor
6. The class will vote on who they think the better emperor is
Source 1 (Augustus Caesar)
Source 2 (Constantine the Great)
Bellringer: Should we compare and contrast leaders or just look at individual accomplishments?
A. Lesson Body
A. Students will be separated to one side of the classroom or the other based on how they come in. (The
first student goes to side one and the second goes to side two…)
B. Side one will be given the source for Augustus Caesar and side two will be given the source for
Constantine the Great.
C. Students will have the first half of the class to read their source and come up with reasons for why their
emperor is the best Roman emperor
D. Students are encouraged to work as a group
E. Every student has to contribute to the discussion (Write this on the board)
F. At the halfway point of the class, students will present their findings as to why their emperor is better
G. This is an open debate but students must participate
H. In the last five minutes, students will vote on who they actually think is the better emperor
B. Strategies for Differentiated Instruction (Danielson 3e: Demonstrating Flexibility and Responsiveness)
1. A gifted child will be asked for another example of why their emperor is the better one beyond the source
given
2. A child with auditory processing difficulties will have the ability to look at both sources and decide which is
better on their own instead of being part of the full debate (This of course depends on the child’s particular
case and they may be able to participate with assistance from their group as is)
3. An ELL learner is able to work with their group and is also able to view the sources online instead of on
paper.
C. Closure/Conclusion
Include one or more of the following:
Class vote on the better emperor
D. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

1. Ask students how they felt they did in the debate and how they could improve their skills in the future.
Families)
Sources will be on the classroom website for students to use on their independent projects
VII. Evaluation
Instruction)
The debate itself will prove to me that students pulled out factually correct information from the sources and used it
to support their argument.
Teaching)
1. What were the two strengths of the lesson?

Lesson Plan Format
I. Heading
Lesson Title: Why did Rome Fall?

Date Lesson is Taught: Lesson 4 of Fall of Rome Week in Rome Unit plan
Allocated Instructional Time: 45 minutes
Multiple Intelligences Addressed: Linguistic. interpersonal, and intrapersonal
8.1.7.A
8.1.7.B
CC.8.6.6-8.A.
Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support
claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic
or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or
section that follows from and supports the argument presented.
1. The students are familiar with the reasons leading up to the Fall of Rome
2. The purpose of this lesson is to allow students to utilize all of their prior knowledge and sources gathered
throughout the week to write a 4 paragraph essay on why they think Rome collapsed.
1. Students will write 4 paragraphs stating why they believe Rome eventually fell
Pencil, paper, and computer
Bellringer: List all of the reasons Rome fell on the board based on student response
B. Lesson Body
1. Students have collected sources throughout the week from the slideshows that discuss the fall of
Rome
2. Students will be asked to open all of the slideshows on their computer
3. Students have the rest of class to write an introduction 2 body paragraphs and a conclusion
answering the question (Why did Rome Fall?)
1. I will ask a gifted child to answer the question (Did Rome actually fall?) This question is hard to answer
because the empire technically lived on in Constantinople until the 1400’s. However, Rome itself was
occupied by other civilizations.
2. A Child with ADHD will be given the assignment ahead of time since they might not be able to complete it
sitting down for an entire period. I also will allow them to sit in a more comfortable chair in another place in
the classroom
3. An ELL learner will be able to write the assignment on their computer instead of on paper and pencil. I will
also not grade them on grammar. (I will make corrections and show them but not actually deduct points due
to grammar mistakes)
Students turn in the paper at the end of class

1. Class discussion on what they each think is the biggest reason for the Fall of Rome
Families)
The writing assignment will be posted on the classroom website along with the slideshows
VII. Evaluation
Instruction)
Students will be assessed on the content of the written assessment. 1. What were the reasons they gave and 2.
Are these reasons cited (Students will have citations written down in Chicago style the day prior to the assignment)
Teaching)
1. What were the two strengths of the lesson?

Individual Project Directions
At the end of Unit 6 Rome, Unit 7 Mayan and Aztec Civilizations, and Unit 8 Incan Civilizations you will
create a project to prove your understanding of the ancient civilizations. You will pick one of the project
ideas below. You may do the same project as another student but you may not work together. You are
able to pick one of the projects for each unit and may not do the same project twice. If you have a
different idea for a project Let me know, and I might let you do it (: You are required to utilize at least 2
primary and 2 secondary sources related to Rome, Aztec, Mayan, or Incan Civilizations for your project.
You will turn in a separate form with a Chicago-style citation bibliography of your sources. You may use
any of the sources utilized in class or can go find your own. At the end of each unit, the final day will be
used to present the projects. The Rubric for the project is on the last page!
Individual Project Ideas
1. Create a Collage of art from either Rome, Maya, Aztec, or Incan civilizations. You need a minimum
of 10 pieces of art in the collage. There should be at least a 2 sentence description of what each
art piece represents. Add two or more modern art pieces that use a similar style and also write a 2
sentence description of how they are similar. (think of architecture, paintings, sculptures, music,
etc.)
2. Create a Poster that describes the daily life of an average Roman, Mayan, Aztec, or Incan civilian.
Compare and Contrast that with the life of a person in the United States today. (Write a minimum
of 200 words for each the ancient man and the modern man)
3. Create a Video between 5 and 10 minutes in length as a newscaster. You will look at how
something in Roman, Mayan, Aztec, or Incan History has affected the news today. You should find
a news article within the last 10 years that relates to one of these ancient civilizations. (Hint: Incan
Road) Lots of ancient buildings and infrastructure have helped modern people.
4. Write a 2-page double-spaced story about what you would do if you traveled back in time to
ancient Rome, Maya, Aztec, or Inca. What would you bring with you? Would you change anything?
How would those changes affect the present?
5. Create an award for a leader of Rome, Maya, Aztec, or Incan civilization. This award is being given
by the modern-day people of Earth. Write 1 double-spaced page explaining why the modern world
is appreciative of their accomplishments. Also, draw what the award would look like and what it
would be made of.
6. Create a comic strip of what you think would happen if an ancient leader of Rome, Maya, Aztec, or
Incan civilization met the U.S. president today. What would they tell each other? Would they give
each other gifts? Make sure to utilize primary and secondary sources as evidence.
Points 20 15-19 1-10 0
Length The Project The project is The Project is The Project is
reaches the near but under significantly incomplete
required time the time limit, less than the
limit, word word count, or required time
count, or page page length limit, word
length count, or page
length
Sources The Project The Project The project has The Project
(Bibliography) utilizes at least utilizes two sources but has no
two primary primary and does not utilize sources
and two two secondary the minimum of
secondary sources but two primary and
sources. These they are not two secondary
sources are cited Sources
cited
somewhere in
the project.
Ancient Vs. The project The project The Project The Project
Modern involves both makes a makes a has neither an
an Ancient connection to connection to ancient nor
Civilization and the Ancient the modern-day modern-day
a modern-day Civilization but but not an civilization
one not the Ancient
Modern-day Civilization
Creativity The Project The Project The Project has The Project is
draws a clear draws a weak almost no incomplete
connection connection connection
between an between an between an
ancient ancient ancient
Civilization and civilization and Civilizations
modern-day modern-day and
people people modern-day
people
Demonstrates The Project The Project The Project The Project

Knowledge shows that the shows a shows little shows no
student has a somewhat understanding understanding
complete complete of the Ancient of the Ancient
understanding understanding Civilization Civilization
of the Ancient of the Ancient
Civilization Civilization
-Note about Individual Project: I will have conducted mini-lessons at the beginning of the year to help explain how to cite
sources and look for modern connections. Mini-lessons that are tailored to helping the student's projects at this point in
the year will be on a class-by-class basis. For example, if students struggle with taking notes on the sources I will conduct
a mini-lesson explaining how to properly take notes.

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Ancient Rome

Ancient Civilizations Grade 7

Unit Plan ……………………………………………………3-7

Stage 2 – Evidence and Assessment

Stage 3 – Learning Plan

Day 6 Day 7 Day 8 Day 9 Day 10

Day 16 Day 17 Day 18 Day 19 Day 20

Lesson Title: Who were the Etruscans

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The students are familiar with Rome as a civilization in ancient history.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

● Find out where the Etruscans potentially came from

IV. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

A. Introduction, Motivation, and Setting the Stage

Bellringer: What are the Romans known for?

Include one or more of the following:

E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

Reflect on your teaching experience and answer these questions:

1. What were two strengths of the lesson?

Lesson Title: First Three Emperors of Rome

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

1. Background on the First Three Emperors of Rome

IV. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

A. Introduction, Motivation, and Setting the Stage

Bellringer- What Would You do If you were the emperor?

A. Give background on the first three emperors

E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

Reflect on your teaching experience and answer these questions:

1. What were two strengths of the lesson?

Lesson Title: Etruscan Wars

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

1. Watch the Roman-Etruscan wars video as a class and take notes

IV. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

A. Introduction, Motivation, and Setting the Stage

E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

Reflect on your teaching experience and answer these questions:

1. What were two strengths of the lesson?

Lesson Title: Constantine or Augustus Debate

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

IV. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Source 1 (Augustus Caesar)

Source 2 (Constantine the Great)

Include one or more of the following:

Class vote on the better emperor

D. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

Reflect on your teaching experience and answer these questions:

1. What were the two strengths of the lesson?

Lesson Title: Why did Rome Fall?

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

IV. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Pencil, paper, and computer

A. Introduction, Motivation, and Setting the Stage

Students turn in the paper at the end of class

E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

Reflect on your teaching experience and answer these questions:

1. What were the two strengths of the lesson?

How would those changes affect the present?

would be made of.

Demonstrates The Project The Project The Project The Project

a mini-lesson explaining how to properly take notes.