UNIT PLANNER

TITLE: ANCIENT ROME (MEDITERAINIAN WORLD) ORGANISING LEARNING AREA: HASS

YEAR LEVEL: 6/7 STRAND: HISTORY

LEARNING INTENTION:
 Improve their knowledge of Ancient Rome civilisation
 Use historical terms and concepts
 Locate, select and use research from a range of sources
 Use a range of communication forms (ORAL, GRAPHIC, WRITTEN & DIGITAL TECHNOLOGIES)
 Prepare and present findings to an audience
 Be able to recall an aspect covered within each of the 5 topics within Ancient Rome

CONTENT DESCRIPTORS:
YEAR 6:
Inquiry Skills
Researching:
 Locate and collect relevant information and data from primary sources and secondary sources ACHASSI123
Communicating:
 Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital
representations and discipline-specific terms and conventions ACHASSI133
Knowledge and Understanding:
 Differences in the economic, demographic and social characteristics of countries across the world ACHASSK139

YEAR 7:
Inquiry Skills:
Analysing:
 Analyse primary sources and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and
present ACHASSI157
Communicating:
 Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporate source materials, citations, graphic
representations and discipline-specific terms, conventions and concepts ACHASSI163
Knowledge and Understanding:
  Key features of ancient societies (farming, trade, social classes, religion, rule of law) ACHASSK166
 The physical features of ancient Greece, Egypt or Rome and how they influenced the civilisation that developed there ACHASSK172
 Roles of key groups in the ancient Greece, Egypt or Rome, including the influence of law and religion ACHASSK173
 The significant beliefs, values and practices of ancient Greece, Egypt or Rome, with a particular emphasis on ONE of the following areas: everyday life,
warfare, or death and funerary customs ACHASSK174
 Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and
peace treaties ACHASSK175
 The role of a significant individual in ancient Egyptian, Greek or Roman history ACHASSK176
Historical skills:
 Use historical terms and concepts ACHHS206
 Identify and locate relevant sources, using ICT and other methods ACHHS208
 Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214

GENERAL CAPABILITIES:
 Literacy
 Information & Communication Technology Capability
 Critical & Creative Thinking
 Intercultural Understanding

ACHIEVEMENT STANDARD:
YEAR 6:
 They locate and collect useful data and information from primary and secondary sources.
 They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing,
communication conventions and discipline-specific terms.
 By the end of Year 6, students explain the significance of an event/development, an individual and/or group.
 Organising and presenting their information
 Using historical terms and concepts, and incorporate relevant sources.

YEAR 7:
 They describe the effects of change on societies, individuals and groups.
 They describe events and developments from the perspective of different people who lived at the time.
 Students explain the role of groups and the significance of particular individuals in society.
 They identify past events and developments that have been interpreted in different ways.
 Use historical terms and concepts,
ASSESSMENT:
Prior knowledge: Brainstorm/ Class discussion of what students connect to Ancient Rome and what they understand to be Ancient Rome

Formative:
- Scavenger hunt (Learning episode 2)
- ‘Day in a life’ A4 poster
- The campaign (Learning episode 5)

Summative:
- Research Topic and created artefact
Students work in groups of 3 to research their topic and create their artefact.

LEARNING EXPERIENCES:

Learning episode 1:

Introduction:
Introducing topic of Ancient Rome
Before beginning unit PowerPoint, students will discuss key thoughts about what they know about Ancient Rome
Key questions:
 What do you know about Rome?
 Do you know where Rome is on the map?
 What do you think of when you think of Ancient Rome?
 Are there any key historical people, events, landmarks or anything you relate to Ancient Rome?
Discuss what students came up with in their groups.
Introduce unit – discuss what we are going to cover/learn throughout the unit (learning intentions)
PowerPoint: Dive into facts about Ancient Rome and a brief timeline of significant events that shaped ancient Rome
Learning experience:
Activity!
TRUE OR FALSE GAME
Students are provided with a range of true and made up ‘facts’ about Ancient Rome
Left side of the class will be true and the right side of the class will be false
Students will show their understanding of the history of Ancient Rome through moving to either side of the class
As the teacher goes through the facts, they will also go through the answers.
Aim: Students will start to learn about Ancient Rome and develop a fascination with certain aspects of their interesting history and culture.
Activity 2:
Students will then watch a video with some information about Ancient Rome which posing some interesting facts.
Video:
https://www.youtube.com/watch?v=GXoEpNjgKzg
After this, students will complete a Kahoot which asks questions about the content of the video.
https://create.kahoot.it/l/#user/90f4a921-e6ad-44c2-99d3-f3044e5da775/kahoots/shared
Aim: This task gets student learning about some important historical people, events and landscapes. The use of the Kahoot helps to engage students in this
task as students are strongly interested in Kahoots.
Conclusion:
Student exit slips to provide feedback on our teaching and to see if students obtained anything from the video or activities

Learning episode 2:
TOPIC 1: PHYSICAL ASPECTS
Introduction:
Teacher: We are going to look at the physical features of Ancient Rome. When talking about the physical features of Rome, I’m referring to, their main rivers,
mountains, cities and landmarks.
Show students the section in the PowerPoint on the key physical landmarks that some students may have heard of.
The PowerPoint has descriptions of the landmarks, and pictures. Within the PowerPoint is also a video showing the effects of the eruption of the volcano in
Pompeii as that is a significant landmark that effected history.
Video of eruption:
https://museumsvictoria.com.au/learning/learning-lab/ancient-roman-empire/recreation-of-vesuvius-erupting/

Learning Experience:
After introducing some famous landmarks and talking about their purpose and location in Ancient Roman history, students will start looking at other
important landmarks such as their main rivers and mountains.
Activity! – Mapping
For this activity, students will be encouraged to seek their own answers and learn about the geography of Rome.
Students will be given task cards with names of important land features of Rome and separate descriptions. They will need to research the physical features in
order to match the name to the description. Once they have matched up the cards, they need to search for where the feature is on the map provided and
mark it down.
Conclusion:
Discuss the answers to the task and have students fill out an exit slip as feedback on the lesson.

Learning episode 3:
TOPIC 2: SOCIETY
Introduction:
The topic of Ancient Roman society will be posed.
Students will begin to discuss anything they know about Ancient Roman Society
Probing questions:
 What are some things you know about Ancient Roman society?
 Thinking about groups, what kind of groups were there?
 Think about who would be in charge?
 Who is at the bottom of the Roman society?

Watch Video: http://education.abc.net.au/home#!/media/1531891/

This video helps students to relate to what it would have been like to be living in Ancient Rome. This helps to get them thinking about the things that
happened, the ways they lived and the way society was run.

Learning Experience:
Start PowerPoint on Ancient Roman society,
To begin the topic, we will discuss the hierarchy of the Roman Society (Partricians (citizens), Equestrians and Plebians and Non-citizens).
After going through the information on the slides, the activity will be introduced.
Before starting the activity, students will be shown a video of a slave talking about what their experiences are like to get them thinking more about the task.
Video: https://museumsvictoria.com.au/learning/learning-lab/ancient-roman-empire/a-slaves-eye-view/
Activity!
‘Show example of expectation’ – This is created by teacher.
This activity will provide students an opportunity to explore a member of Ancient Rome and create an A4 ‘Day in a life poster’.
Students will research information about a specific member within Roman society. Some examples are, slave, emperor, gladiator, etc.
Students will draw a picture of them and write a description (or notes/key words depending on learning abilities) about what the everyday life of that member
was like. This will allow students to make stronger connection to what it was like to like in Ancient Rome.
Conclusion:
Have some students share their work and everyone holds up their posters so we can see what all of the students came up with
- Also hand out student exit slip.

Learning episode 4:
TOPIC 3: BELIEFS & VALUES
Introduction:
Begin class with PowerPoint slides on the beliefs and values of people within Ancient Rome.
This PowerPoint will reflect their beliefs, their key values and their religion. The Roman gods will also be listed with descriptions as they were the people that
were idolised and prayed to in Ancient times.

Learning Experience:
After discussing the values, beliefs and religion, students will look at what god they most relate to.
Below are two links (Students can pick either) that take the student to a Roman God quiz which determines what god they are.

https://www.buzzfeed.com/thekaipai/which-roman-god-are-you-369lp?utm_term=.qqPaRMgGA#.jjp4d8x6B

http://brainfall.com/quizzes/which-roman-god-are-you/
Activity! Creating the God they would be
CANNOT PICK AN ORIGINAL GOD
After drawing connections with a god. Students will create their own.
Students will reflect on their own skills and abilities and think of the type of god they would be.
Examples: God of being nice, god of humour etc.
Students will fill in the Profile sheet that will be handed out.
On the sheet they will draw a picture of the God they would be, make up a name and write a description of themselves as that God.

Conclusion:
Share their ‘God Profile’ sheet showing what they would be if they were to be a god
- Hand out student exit slip

Learning episode 5:
TOPIC 4: CONFLICT
Introduction:
Teacher: introduce the topic of conflict in Ancient Rome
Start the PowerPoint slides about conflict displaying some key conflicts that effected Ancient Rome.
Learning Experience:
Activity! Letter to the emperor
https://www.youtube.com/watch?v=3PszVWZNWVA
Watch the video and have students note down reasons why the empire fell and then create a 'letter to the emperor' which outlines 2-3 problems faced by the
empire and possible solutions to the problem.
The letter needs to be around half a page.
Select some students to present their letter.
Conclusion:
Summary Kahoot on their learning throughout the whole unit
Student exit slips
Learning episode 5:
TOPIC 5: SIGNIFICANT INDIVIDUALS
Introduction:
(PowerPoint) Introduction of who some of the most significant individuals of Ancient Rome are and what made them so significant.
Learning Experience:
Activity! CAMPAIGN
Students will start thinking about the significant individuals and their purpose.
There will be a box brought around with cards that have a picture of an emperor/ important individual from roman history with their name and some
information about them. Students will pick 1 from the box and work in pairs to construct a mini campaign/persuasive speech about the person they pick from
the box and explain to us why they should rule Ancient Rome and what makes them so suitable for the job.
The debate/campaign must take up between 1-2 minutes (students will be timed).
They may create a poster, write on que cards or create something to help their speech.
Students will look at:
- Their name
- Who they are
- What their traits are (Brave, courageous, strong, smart, etc)
- Any important facts about them
Conclusion:
Students will present their debate/campaign to the class.
After all students have presented, there will be a vote to decide which significant individual would be most suitable to rule over Rome.
Teacher votes: 2 points
Student votes: 1 point

Learning episode 6:
WORKING ON SUMMATIVE ASSESSMENT
Introduction:
Introduce Summative assessment students will be doing.
Students will be researching something specific from one of the 5 topics that has been looked at over the unit. They will answer some questions about their
choice and create an artefact to represent it
Learning Experience:
Students are working in groups of 3 – only 2 groups can pick something from each topic (in order to cover each topic)
Students will have a copy of the assessment rubric, task instructions and the sheet of each topic we have looked at with a list of options for their assessment
under each topic.
Students will begin to research their topic and think of the artefact they will create.
Students will be provided with some resources to create their artefact – such as cardboard, boxes, paper, textas, scissors, etc
Students must have their topic picked and their artefact idea selected by the end of the first lesson.
Students will be given 1.5-2 weeks to complete this task.
Class time will be provided and they can also use their spare time.
Conclusion:
N/A
Learning episode 7:
PRESENTING SUMMATIVE ASSESSMENT PROJECTS
Introduction:
Explain to students how the lesson will run.
Names will be picked from a popsicle stick to decide which groups will present.
Go over expectations: Students are expected to show respect to their classmates and listen to their projects.
Learning Experience:
Students will present their projects and tell us about their topic and what the research they conducted taught them about Ancient Rome.
Questions and comments will occur at the end of each presentation.
Teacher note: Assess each project as presentations occur.
Conclusion:
Gallery walk of projects
Clap for all the projects at the end.
Feedback form on unit for students
Aim: To provide critical feedback to teacher on the effectiveness of the unit to teach them about Ancient Rome

Differentiated Learning Experiences:

Izaak:
Izaak has issues with frequent task avoidance and needs encouragement to be a part of group work as well. These activities are engaging and more hands on
which should help Izaak with his task avoidance. There is also some group work and a lot of class discussion which should help promote huis involvement. I will
also be there for support.

In regards to his struggle with literacy, a lot of the tasks are differentiated as there are a range of differing abilities. Izaak will receive support from myself and
the support stuff during this unit to support his learning.

Michael:
Michael needs to work on his social skills which is supported through group work and class discussion. He also needs to work on his attentiveness in class
when it comes to tasks. Using hands on and engaging class tasks as well as class discussion and questioning strategies should help support that.

Rowan:
Rowan needs explicit support and encouragement to complete and engage with tasks. John and I will encourage Rowan’s engagement and support him
throughout his learning. Rowan also needs sensory resources to help him in class, this is why I will be providing him some to help him promote his learning.
When conducting writing tasks, I will also speak to him separately to let him know what I expect from his so that his work is achievable and allows him to keep
motivated.

Seth:
Seth needs a lot of support with his writing and engagement with tasks. It is suggested that a variety of texts are also used to assist him in developing his
understanding. There are a variety of resources and texts used throughout this unit which will help support him in his learning and understanding of Ancient
Rome.

Bailey:
Bailey needs development with his social skills and his resilience. He will have a lot of experience with other students and work on his social resilience. It may
even help him build new friendships and learn to work cooperatively with others. Bailey also needs to develop his writing abilities (paragraphs, grammar and
punctuation) which will be monitored and prompted throughout his writing tasks.

Izaak:
Izaak needs to develop his writing abilities (paragraphs, grammar and punctuation) which will be monitored and prompted throughout his writing tasks. He
also needs more involvement in class and group tasks which I will encourage through questioning, engaging tasks and through the use of popsicle sticks to call
out students to contribute and answer questions. This ensures it is not always the same students.

Jarrod:
Jarrod is considered in this unit as there are some hands on and engaging tasks that encourage creative and critical thinking. This should assist Jarrod in his
learning as it is not demanding on his literacy. The assessment also has options which are supportive of a range of learning disabilities. For writing tasks, he
will be given separate expectations which are achievable with him. He will be expected to write key words and single sentences or dot points as his writing
isn’t fluent.

RESOURCES: (Links and details included throughout unit)

- Laptop/smartboard
- Worksheets
- Task cards
- Videos
- Online quiz
- Kahoots
- Unit PowerPoint
- Unit Booklet for students
- Assessment rubric and Task sheet for summative assessment
- Paper, cardboard, stationary etc for summative task
 - Books, pens, paper etc throughout unit

EVALUATION:
To what extent did we achieve our purpose?
How could you develop the learning experiences & assessment tasks?
What evidence is there to show the students’ connection to the organising concept?
What student directed learning arose from the unit?
Assess the unit by providing evidence of students’ understanding of the learning intention.
What connections can be built between this unit and another?