Unit 1: The Fall of Rome

Bellwork: INB Page 6remember to only use the TOP ½ of your page for bellwork

Answer the following questions in COMPLETE SENTENCES…

1. How long do you think humans have lived on Earth?

2. Why do you think this?

3. What do you think the abbreviations BC & AD mean?

4. What do you think the abbreviations BCE and CE mean?

Mastery ObjectiveI can explain what BC and AD are and what the abbreviations stand for and accurately calculate the passage of time using this system.

What are today’s State Standards?n/a – we are working on historical skills today

Strategies/Activities:• Bellwork questions• Graphic organizer and a close read of an

informational text• Guided and independent practice

calculating time• Opinion writing - Do you think historians

and everyday people should use the BC/AD system of measuring time or the BCE/CE system of measuring time.

END OF DAY PRODUCT:By the end of class today you will have a completed set of notes on how we measure time along with an accurate and complete page of guided and independent practice along with a complete and thoughtful paragraph responding to the closure question.

How We Measure Timecreate the graphic organizer you see below on INB page 7

How do historian’s measure time?

BC/AD BCE/CE

Come and pick up a reading and independent practice sheet to complete make-up work

Closure - remember that closure ALWAYS goes

on the BOTTOM half of your left-hand page

• INB Page 6 – Respond to the following question in paragraph form. (3-5 sentences minimum)

– Do you think historians and everyday people should use the BC/AD system of measuring time or the BCE/CE system of measuring time. Defend your position.

Begin – I think historians and people should use …..• State your position• Give an explanation for WHY you think what you do• Bonus: provide EVIDENCE to support YOUR position from the

reading if you can…

Bellwork – INB Page 8remember to only use the TOP ½ of your page for bellwork

What do I KNOW What did I LEARN?What do I WANT to Learn?

Ancient Rome

Mastery ObjectiveI can summarize the basic history of Rome from monarchy to empire.

What are today’s State Standards?Review of Sixth grade standards 6.59 – 6.71

Strategies/Activities:• Bellwork KWL• Graphic organizer and a close

read of an informational text• Timeline Practice and Objective

Summary

END OF DAY PRODUCT:By the end of class today you will have a completed set of notes on the basic history of Rome along with an accurate timeline of Roman history and a complete and accurate summary of Roman history.

Roman History Review – INB 9create the chart you see below

• Strategy: “Create Your Own Cornell”

• Your Headings are:

– Origins

– Republic

– Caesar

– Empire

• Make-up students come pick up a reading

Timeline – INB Page 9 create a line like you see below

Republic MonarchyEmpire

753 BC 27 BC

509 BC

Closure – INB Page 8

• Create a summary that traces what you learned about basic Roman history:

• Include:

– Topic sentence

– The three major stages of Roman history

– A conclusion

World History Bellwork - INB page 10 staple the handout to INB 10 and answer the 3 questions below the maps

1. What do you notice about the Roman Empire around 200 c.e.

1. What do you notice about the 2nd

map compared to the 1st?

2. What might have happened to cause these changes?

Mastery Objective (Day 1)I can list and explain the major problems that led to the Fall of the Roman Empire.

What are today’s State Objectives?7.2 Summarize the causes & consequences of the fall of the Roman Empire

Strategies/Activities:• Bellwork Map Activity• Mini DBQ – The Fall of Rome• Roman Arch Processing Task &

Opinion Writing

END OF DAY PRODUCT:By the end of class today you will have a two of our four documents analyzed and questions answered and your arch of the failing Roman empire should have at least two cracks labeled.

Mastery Objective – (Day 2)I can list and explain the major problems that led to the Fall of the Roman Empire.

What are today’s State Standards?7.2 Summarize the causes & consequences of the fall of the Roman Empire

Strategies/Activities:• Bellwork Map Activity• Mini DBQ – The Fall of Rome• Roman Arch Processing Task &

Opinion Writing

END OF DAY PRODUCT:By the end of class today you will have the LAST two documents analyzed and questions answered and your arch of the failing Roman empire should be complete and your paragraph written…

Document 1come pick up a copy of the following documents…

Document 2

Document 3

Document 4

Closure/Processing – INB Page 10underneath your bellwork

Directions: 1. Complete labeling

any crack with the new information you learned today

2. Write a paragraph to summarize the many reasons WHY Rome fell making…

Summary: Must include…• Topic sentence• A brief explanation of

the causes• WHICH cause YOU think

was most critical• WHY• A concluding sentence

Bellwork – INB 12 Remember to only use top half of page

• Place the following events in chronological (time order) from the earliest date to the latest…

Mastery ObjectiveI can explain WHO the Germanic tribes were and describe HOW they interacted with Rome.

What are today’s State Standards?7.2 Summarize the causes & consequences of the fall of the Roman Empire

Strategies/Activities:• Germanic Tribes Timeline • Informational text & graphic

organizer - jigsaw• 3-2-1 Summary OR an Acrostic

Poem

END OF DAY PRODUCT:By the end of class today you will have a completed graphic organizer about the Germanic tribes along with a completed 3-2-1 Summary or Acrostic Poem (I will explain)

The Germanic Tribes – INB 13create the chart you see below

• Strategy: “Graphic Organizer”

• Your Headings are:

–Visigoths

–Ostrogoths

–Vandals

– Franks

–Anglo-Saxons

The Germanic Tribes – INB 13create the chart you see below

• Ask yourself the following questions about each group:

– Who are they/where do they come from?

– Who are their most well know leaders?

– How did they interact with Rome?

• Make-up students need to pick up a copy of the reading

Scholar’s Choice Closure – INB 12 UNDERNEATH your Bellwork

Or

Bellwork

• Complete step 1 ONLY on the paper I handed you at the door….

• This was an assessment day for 7.2 – if you need to make this up come a get a copy of the assessment from me…

Step 1: Organize your dates onto the timeline…

Mastery ObjectiveI can show I have mastered this week’s standard by clearly responding to the statement “The Roman Empire did NOT have to Fall?” in writing…

What are today’s State Standards?7.2 Summarize the causes & consequences of the fall of the Roman Empire.

Strategies/Activities:• Roman history timeline• Review of learning on the Fall of

Rome• In class writing assessment• Extra Credit – puzzle

END OF DAY PRODUCT:By the end of class today you will have completed steps 1-6 with your classmates and will have independently completed a well constructed paragraph in response to the assessment prompt.

Step 2: Organize the reasons for the Fall of Rome onto the chart below

Internal Causes External Causes

Argument – Counter Argument - Rebuttal

Argument – Counter Argument – RebuttalExample….

• Argument – Rome HAD to fall because it’s size was a problem that could not be overcome. It was just too large for one emperor to govern and protect.

• Counter Argument – If Rome had split into two or three smaller territories ruled by co-emperors then Rome could have dealt with the problem of its size.

• Rebuttal (defense) – Even if Rome had chosen to divided the empire (which it did) it would be difficult for co-emperors to agree on decisions or they might compete for power which still probably would have caused Rome to fall.

Assessment Prompt

• Write a paragraph showing whether you agree or disagree with the statement “The Roman Empire didn’t have to fall.”– First, explain whether or not you agree with the statement. – Second, give at least three reasons why you agree or

disagree.– Next, explain each reason that you gave, stating examples

that back up your agreement or disagreement. – Give one explanation that someone might have for

disagreeing with your opinion. – Then finally, explain how that person’s disagreement

would be incorrect and why you still believe the way that you do.

Level 4 Level 3 Level 2 Level 1

Answer -Clearly organized-Fully answers the question while restating it in the answer

Answers the question and restates part ofthe question in the answer

Answers the question somewhat clearly

Partially answers the question or is very unclear

Proof Provides relevant proof stated or implied in the text that supports your answers

Provides relevant proof stated in the text that supports your answers

Provides some proof from the text to supportyour answer

Provides little or irrelevant proof from the text that supports your answer

Explanation Clearly Explains HOWproof supports answer

Explains HOWproof supports answer

Unclearly explains how proof supports answer

Illogically explains how proof supports answer

Mechanics 1-2 grammatical or spelling errors that do not take away from the meaning of the work

A few minor grammatical or spelling errors that do not take away from the meaning

Several (5 or more) errors or errors that confuse the meaning of the work

Grammar or spelling errors that significantly take away from the meaning of the work

Short Writing Assessment Rubric

Bellwork – INB 14remember to only use the TOP ½ of your page

• Draw the chart and complete the FrayerModel you see below for the term “Legacy”:

Legacy

Dictionary Definition:1. something transmitted by or received from an ancestor or predecessor or from the past

Definition in YOUR own words

Examples Use it in a sentence

Mastery ObjectiveI can describe what legacies Rome left to the world and give examples of Roman contributions to modern society.

What are today’s State Standards?7.1 Analyze the legacy of the Roman Empire.

Strategies/Activities:• “Legacy” frayer model• The Legacies of Rome – Text to

Notes Reading• Illustrated Outline

END OF DAY PRODUCT:By the end of class today you will have a completed text to notes page on the Legacy of Rome and an illustrated outline to show your learning on the topic.

INB 15 – Legacy of the Roman Empire

• Read each paragraph below and HIGHLIGHT the main idea one color _______

• Highlight what you believe is important enough to include in your notes a second color ________

• Complete the task for each box following each section of text.

Come pick up a copy!

Closure – INB 14Bottom ½ of page – under your bellwork

• Illustrated outline –– identify the three main parts

of our world that are still influenced by the Roman Empire.

– Create a three column chart and label each section with one area of our world still influenced by Rome and

– list at least three key details to summarize the information you learned and then

– create an image to represent that section of your outline

Bellwork – INB 16TOP ½ of your page only…

• Making Predictions: Now that the Roman Empire has fallen what do you think will happen to all the territory that used to be controlled by Rome?– Begin your answer: Now

that the Roman Empire has fallen I think…

Mastery Objective…I can explain how the Eastern Roman Empire continued after the fall of the West.

What are today’s State Standards?7.2 Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire, Justinian and the significance of Constantinople.

Strategies/Activities:• Making Predictions• Guided Reading – The Byzantine

Empire• Closure – Postcard from

Constantinople

END OF DAY PRODUCT:By the end of class today you will have a completed guided reading about the Byzantine Empire and a completed “Postcard from Constantinople”.

Old Rome in the West – The Byzantine Empire in the East

EastWest

Reading/Note-taking StrategyGuided Reading… INB 17

• A Guided Reading is one that asks you questions along the way to ensure that you understand the material:1. Preview the question you are trying to

answer before reading.2. Read each section closely looking for

evidence that may help you.3. Highlight these pieces of evidence 4. Answer each question after you read in a

complete sentence.

Come pick up a copy!

Closure/Processing – INB 16underneath your bellwork

• Imagine you are a traveler to Constantinople in the years after the fall of the Western Roman Empire.

• Create a postcard to send to your family back home (both the image for the front and your message from the back) to share with your family what the city called the "New Rome" is like.

• In your message include and underline the following terms – Greek, mosaic, diverse, Constantinople, Byzantium, Black Sea, trade, Latin, government, and law.

Bellwork – INB 18Attach map to the top of your page and respond to the question below..

If YOU were going to build in this part of the world WHY would you choose to build it at that particular location?Begin: If I were going to build a city in this part of the world I would choose Constantinople’s location because….

Why build a city here?

Mastery Objective…I can explain how Constantinople’s location was important to the Byzantine Empire.

What are today’s State Standards?7.2 Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire, Justinian and the significance of Constantinople.

Strategies/Activities:• Map Analysis• Constantinople Mini-Q• Closure – What were two ways

the location of Constantinople was beneficial (good for) the empire.

END OF DAY PRODUCT:By the end of class today you will have a completed mini-Q about Constantinople and a completed paragraph explaining why the location of Constantinople was such an advantage.

Document 1: “Constantine Founds Constantinople, 324 CE,” Sozomen, c. 450 CE

• When he had settled his empire, and had freed himself from foreign foes (enemies), he decided to found a city which should be called by his own name, and should equal in fame even Rome. In obedience to the command of God, he therefore chose to enlarge the city formerly called Byzantium, and here he laid out the plan of a large and beautiful city, and built gates on a high spot of ground, whence they are still visible from the sea to sailors and easy to defend from foreign invaders. He then surrounded it with high walls; likewise, he built splendid dwelling houses; and he summoned families from all over the empire and from other countries to come populate his new city.

Come pick up a copy of the documents from me!

Document 2: “The Byzantine Economy,” Cecile Morrisson, Cambrige University Press, 2007

• In its heyday, Constantinople was the richest and largest European city, exerting a powerful cultural pull and dominating economic life in the Mediterranean. This was due to its strategic position controlling the trade routes between the Aegean Sea and the Black Sea. Any traders in the area would be drawn to Constantinople and its great marketplaces. The Byzantine emperors, knowing this, uniformly taxed imports and exports at ten percent. Taxes could be paid with coinage, but also with luxury goods such as silk and precious metals. The Byzantines also regularly charged tolls for using its roads and waterways. It used a powerful Navy control the Boshporous straits, the Black Sea, and parts of the Mediterranean Sea. It was through control of trade that Constantinople and the Byzantine Empire became a prosperous society.

Closure: Show what you know… INB 18underneath your bellwork

• Using evidence from the documents, write a paragraphdiscussing at least TWO WAYS the location of Constantinople was beneficial to the Byzantine Empire.

• Topic sentence: Constantinople’s location was beneficial to the Byzantine Empire for many reasons. – List reason one – Explain how your reason HELPED Constantinople – Support with an example or quote from one of today’s

sources– Repeat with reason 2 (list, explain, support with evidence)– Close your paragraph… In conclusion, without the right

location Constantinople would never have been as wealthy or as important as it was during the Byzantine Empire

Bellwork – INB 20 staple in to your INB and ONLY complete the bellwork

• Complete the mini biographies of Justinian and Theodora using textbook page 66 to help you.

Mastery Objective…I can explain how Justinian and Theodora made the Byzantine Empire stronger…

What are today’s State Standards?7.2 Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire, Justinian and the significance of Constantinople.

Strategies/Activities:• Mini-bios Justinian and Theodora• Create your own notes – Justinian’s

Rule• Closure – quick quiz on lesson • Above and Beyond – Who was the

strongest ruler?

END OF DAY PRODUCT:By the end of class today you will have a completed set of notes about the rule of Justinian & Theodora along with a completed mini quiz (goal 80% or better on the closure quiz).

Justinian’s Rule – INB 21

• Create the organizer you see to the right.

• Your headings are:– Justinian– Theodora– Legal Reforms– The Arts– The Military

• Use the info on the following slides to complete…

Justinian

• Justinian ruled the Byzantine Empire at the height of its power. A skilled general and a strong leader, Justinian ruled from A.D. 527 until A.D. 565. He governed with supreme power and controlled the military and all of the legal decisions made within the empire. Many historians view Justinian as the greatest Byzantine emperor.

Theodora

• Justinian's wife, the empress Theodora was a beautiful, intelligent, and ambitious woman. She participated actively in government and helped Justinian choose government officials. Theodora helped Byzantine women win more legal rights. At her urging, Justinian changed Byzantine law so that a wife could own land. If a woman became a widow, her land would provide the income she needed to take care of her children.

• Theodora showed her political wisdom during a crisis in A.D. 532. When angry taxpayers in Constantinople threatened the government, Justinian's advisers urged Justinian to flee the city. Theodora, however, told her husband to stay and fight. According to one Byzantine historian, Theodora told Justinian that she would rather die as an empress than escape and live as an outlaw:

Theodora’s Speech during the Nika Riots

• "May I never be separated from this purple [royal color], and may I not live that day on which those who meet me shall not address me as mistress. If, now, it is your wish to save yourself, O Emperor, there is no difficulty. For we have much money, and there is the sea, here the boats. However consider whether it will not come about after you have been saved that you would gladly exchange that safety for death. For as for myself, I approve a certain ancient saying that royalty is a good burial-shroud."

• —from "The Nika Riot," by Procopius

Legal Reforms

• One of Justinian's lasting contributions to future civilizations was in the area of law. Shortly after he became emperor, Justinian realized that the empire's laws were disorganized and confusing. He ordered a group of legal scholars headed by Tribonian to create a simpler and better code of laws.

• The group's new legal code became known as the Justinian Code. The code helped officials and businesspeople better understand the empire's laws. Throughout the centuries, the Justinian Code has been the basis for the legal systems of almost every country in the Western world.

The Arts

• Justinian, along with other Byzantine emperors, was interested in arts and architecture. The emperors ordered the construction of churches, forts, and government buildings throughout the Byzantine Empire. Among the hundreds of beautiful churches and palaces in Constantinople was the church called Hagia Sophia, or "Holy Wisdom."

• Under Justinian's orders, nearly 10,000 workers labored in shifts to build the church. Upon its completion in A.D. 537, the domed church became the religious center of the Byzantine Empire. The interior of Hagia Sophia contains walls of polished marble and beautiful gold and silver ornaments. This unique building still stands in Istanbul today.

• Numerous mosaics also decorated the interior walls of Hagia Sophia. Mosaics are patterns or pictures made from small pieces of colored glass or stone. Popular in the Byzantine Empire, most mosaics showed figures of saints, or Christian holy people. Other mosaics, such as the one at the beginning of the chapter, honored Byzantine emperors.

• In addition to the arts and architecture, Emperor Justinian was concerned about education. Learning was highly respected in the Byzantine culture. In Byzantine schools, boys studied religion, medicine, law, arithmetic, grammar, and other subjects. Some were schooled by private tutors. Girls did not generally attend schools and received any teaching at home.

The Military

• Justinian wanted to restore the Roman Empire and bring back the glory of Rome. Led by a general named Belisarius the Byzantine army was strengthened and reorganized. Instead of relying on foot soldiers, the new army used cavalry—soldiers mounted on horses. Byzantine cavalry wore armor and carried bows and lances, which were long spears.

• Between A.D. 533 and A.D. 555, the Byzantine military conquered territories that were once part of the great Roman Empire. These territories included Italy and parts of Spain and northern Africa. They also defeated the Persians, which increased the security of the eastern borders of the empire. However, the conquests of Justinian's army were short-lived. During the mid-500s, a deadly disease known to historians as "Justinian's Plague" swept through Asia and Europe. The plague killed millions of people, including many men in Justinian's army. The loss of so many soldiers severely weakened the Byzantine Empire's ability to fight wars.

• In addition, the Byzantines did not have the money to support an army large enough to defend against the Persians in the east and protect the lands in the west. Most of the western territories that Justinian conquered were lost after his death.

Closure/Check for understanding – Quick Quiz underneath your bellwork

1.Many historians view Justinian as the greatest Byzantine emperor.

A.TRUE

B.FALSE

2.Theodora urged her husband Justinian to allow women to ____.

A. serve in the army

B. own land

C. sell their children

D. choose government officials

3.What was the Justinian Code?

A. a set of laws just for women

B. an old system of unfair laws

C. a more organized system of laws

D. a combination of Greek and Roman laws

4.Hagia Sophia became the ____ of the Byzantine Empire.

A. religious centerB. loveliest palaceC. tallest buildingD. cultural center

5.Which statement is true?A. Under Belisarius, all soldiers

traveled on foot.B. The Pax Romana was also known as

"Justinian's Plague."C. The Byzantines had plenty of

money to support a large army.D. Under Belisarius, the army used

armored cavalry

Your goal is to earn an 80% or better on this closure quiz. (4 out of 5 correct)

Take it one step furtherdraw a box NEXT to your quick quiz and answer the question below

• Who do YOU think was the stronger leader – Justinian or Theodora? Why?

Bellwork –ON the paper I handed you at the door

1. What was the purpose of Justinian’s Code? (Think back to yesterday’s lesson?

2. Why do we create laws as a society in general?

Mastery Objective…I can apply the Justinian Code to various scenarios and determine how Byzantine law would apply in each case.

What are today’s State Standards?7.2 Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire, Justinian and the significance of Constantinople.

Strategies/Activities:• Brainstorming – the meaning of law

and recall Justinian’s code• Apple Justinian’s Code to specific

scenarios• Opinion – was Justinian’s Code FAIR?

END OF DAY PRODUCT:By the end of class today you will have 3 completed scenarios applying what you know about Justinian’s Code to specific situations.

Closure

• From what you have read of the Justinian Code of Law do you think it was fair? Why or why not? Cite examples and/or evidence to support your answer.

• Begin: I think Justinian’s Code of Laws was….