Life Of The Roman Empire by EveryAvenue

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									 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

                             Roman Empire.

Aims and Objectives of this Module: To provide all pupils with
knowledge and Understanding of life in Roman Times and of the
influence of the Roman Empire on the Modern World. In particular the
module makes reference to issues which WILL be related to the concept
of citizenship. The module aims also to increase the pupils interest in and
awareness of history.

Policy Statements.

Homework: Teachers following this program of study are reminded that
homework is expected to be set each week. All pupils are to receive and
complete this homework. The completion of the tasks should be recorded
by the teacher on a class record sheet. The nature of the homework task is
not always specified within this module. Where tasks are not stated the
pupils can be provided with worksheets, a task related to the work
completed within class of the teachers own design or research based.
Finishing off tasks are not suitable unless the lesson was taught
specifically with this in mind.

ICT: The module makes specific references to the use of ICT facilities
should they be available to the teacher. Early booking of the schools ICT
facilities are highly recommended. (At least one month in advance is
advised).

Literacy/ Numeracy: History can clearly make use of Literacy strategies
and teachers are expected to make use of Guided reading and writing
techniques where possible. Pupils are also expected through this module
to develop their vocabulary and teachers should concentrate specifically
on developing the pupils understanding of key Historical terms where
they are introduced and/ or revised. Any use of numerical data should be
dealt with through Mathematical terms and indicators of change over time
ought to be done taking this into account.

Citizenship: Teachers are asked to make specific comparisons between
Roman political systems and our own form of democracy. They should
develop an awareness amongst pupils of the benefits of being a ‘citizen’
in ancient Rome over being a gentile.
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

                             Teaching Guide

Becoming an empire.

Independent Learning Outcomes.
Pupils should understand the meaning of the word empire.
Pupils should be taught how the empire grew over a long period of time.
Pupils should understand some of the reasons why Rome expanded into
an empire.

The story of Romulus and Remus.

All Groups. Read through the story of Romulus and Remus. Discuss the
story in terms of its historical content and evaluate whether or not the
story can be trusted in terms of historical accuracy. Revise the concept of
a legend and ask how this story might have come about.

Extension/ Upper Core groups. Use the story sheet to design a cartoon of
the story using their own labels and illustrations to recount the story. This
work could be completed on A4 plain for display work. (spend two
lessons on this). Homework sheet on the story to be completed by all
extension/ core groups.

Lower core/ foundation.

Sequence pictures illustrating the story and stick them onto A4 in this
sequence. The pupils then need to write a brief caption underneath each
one to demonstrate their understanding.
Homework sheet available.

The Growth of Rome.

Use text book to establish a series of reasons why Rome grew from being
a small town into a city. Ask pupils to suggest reasons for this growth as
you work through this. Create a spider diagram of the reasons on the
board.

Extension Pupils. Use the text book and reference materials to investigate
the reasons for Rome’s initial growth. They are to create a series of
informative paragraphs explaining each of the main points on the spider
diagram. Pupils should be guided in terms of the detail they include and
with relation to the method in which they explain things. Demand
substantiation of points.
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse


Core Pupils. Follow the prompt sheet to arrive at conclusions as to the
reasons for the growth of Rome. Pupils should be encouraged to expand
on their answers. One group within the class should work with the teacher
to investigate the reasons in depth (using Guided Reading/ Writing
techniques). This group should be given access to extension group texts
which will be dissected as a group and used to substantiate their reasons.

Foundation Pupils. If at all possible the foundation group should be
stretched onto the core task here.

From Kings to Emperors.

There is some cross over here with the content of lessons on power in the
Roman Empire.

Study Augustus using the Text Book (The Roman Empire) and the
differentiated worksheets. Discuss what a king and an Emperor are.
Pupils to write the definitions of these words into their books. Then
complete tasks on what an empire is and the change to Empire.

Provide all classes with a map of Europe. They are then to identify areas
of Europe that were within the roman Empire at certain stages of its
existence (i.e. Stage 1 Rome itself, stage 2 Italy, Stage 3 the Balkans and
Greece, Stage 4 France (Gaul) Stage 5 the near east, Stage 6 Britain).
Pupils identify these stages using the text book and information sheets to
work out what the sequence of conquests was.

These stages can be found through searches on the Grolier
Encyclopedia or the Internet.

Expansion.

This section is essentially a look at the Roman Army. Pupils
need to be familiar with the structure of the army and the success of it.
Use The text books and structured questions to provide a background to
research completed using Grolier, the Internet and Video. (There are a
variety of different resources available here. Also make use of the
artefacts where applicable swords etc.…).

Assessment: The success of the Roman Army. Knowledge/
Understanding.
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

People and life in the Roman empire.

Independent Learning Outcome

Pupils should have knowledge of the different types of people in the
Empire. Pupils should be able to ask and answer questions about people
in the Empire. Pupils should understand where the information comes
from.

Who held power?

Create a timeline with class of the change from Kingdom to republic to
principate. Add the names of major personalities and events to the
timeline to demonstrate the significance of these events. Look at Rome as
a Kingdom and discuss the role that different people had.

Extension pupils are to make notes on the pro’s and cons of this system.
Who gained from it who lost out because of it? At the end of the lesson
have a 5 minute debate on the issue of the Kingdom, splitting the class
into two groups (i.e. the people who benefited and those who did not).
Homework. Pupils to use the notes to write an explanation of the reasons
why the Monarchy would not last in Rome.

Core and Foundation groups. Read through the section on the Republic.
Discuss who held power, how the system worked and make a note of who
didn’t hold power in the Roman republic. Complete tasksheet.

Second lesson. Read through the section on the Republic. Discuss the
differences between the Kingdom and the Republic and then the
differences between the republic and the Principate. Pupils in extension
groups to complete tasks that seek to establish how things changed and
why they changed in detail using source material from the text books to
support their answers.

Core. Use guide to make notes on the changes. Pupils should be able to
find evidence of change to insert into the different columns on the sheet.
To extend ask the class to write a paragraph explaining each of these
changes. This should then be completed at home.

Foundation. Provide a selection of statements about Rome. The pupils are
then to put these into the correct column (i.e. was this a feature of the
roman Kingdom, republic or Principate?)
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

The lives of the poor.

Discuss with the class what the lifestyle of the poor might have been like
in Roman times. Identify any areas where the pupils have misconceptions
and dismiss these.
Use the picture pack to illustrate what the homes of the poor would have
been like in Roman times. Ask the pupils to use the pictures to form an
opinion of life was like (written down). Then present them with further
source material. Discuss this and see if the pupils have changed their
opinions at all. Debate the quality of the evidence that the pupils have
been given, attempting to draw the class into evaluating the source
material offered. Pupils to answer a series of questions on the evidence,
with Enquiry being the focus rather than the content.

Lesson 2. Pupils to complete task sheet on the Lives of the poor in
Roman times. This should be completed at home.
Differentiated for extension, Core and Foundation.

The lifestyle of the wealthy.

Again discuss the pre-conceptions of the pupils prior to looking at the
facts. Investigate with the pupils what the rich and powerful in Ancient
Rome would have lived like. Start by identifying the roles that they
would have had within the community. (i.e. they would have been
senators, merchants or farmers). Search the evidence for information on
the types of housing and household that they would have had, what they
would have done for entertainment etc.
Use of Grolier is possible here as a research tool.
Pupils to make notes on the lifestyles of the rich.
In the second lesson the pupils (extension). Then debate the differences
between the lifestyles of the rich and the poor. Pupils are to then write
about the differences between the rich and the poor.

Extension groups to be encouraged to write independently. They should
be looking to not only compare the rich and the poor but to also make the
assertion that there were major differences between the different
professions (i.e. the Emperor was rich, but then so was a merchant… they
had totally different lifestyles….)

Core groups. Should use a prompt sheet to answer the same question.
Again the teacher could make use of guided Reading and Writing
strategies here to develop the pupils writing techniques.
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

Foundation group. Provide pupils with a series of statements about life in
the past. Pupils then place the statements alongside the

How did people entertain themselves in Roman Times?

Where available use the Grolier Encyclopedia’s and the Internet to
research Roman entertainment. Focus on Gladiators. This would involve
revision of searching techniques on the Internet and CD ROM’s.

Extension groups. Are to use the class text books and other available texts
to research different forms of entertainment in Roman Times. The focus
should be on Gladiators and the construction of large Amphitheaters
throughout the empire. (Provide pictures of the Coliseum.). To extend
then ask them to compare this with modern forms of stadia and
entertainment’s. Can the class find any other forms of entertainment from
Roman times? Pupils write a report on Roman Entertainment based upon
this research.

Core. As extension but the teacher ought to provide more prompts as to
the location and quality of evidence.

Foundation. Provide pupils with information on Entertainment in Roman
times. Discuss the notion of Gladiators. Are they familiar with the term?
(refer to the TV program as a modern day equivalent). Pupils are to create
an information sheet on Gladiators using the information provided. It
should include details of the venue, who the gladiators were, how they
trained and how they fought. For the more able within this group extend
by providing information on the ‘Lions’ den… this needs to be done
carefully to make clear the link with the moral issue of persecution.

The Roman Invasion.

Independent Learning Outcome

Meaning of the word province. Pupils should understand how the
Romans effected the lives of the people whose countries they invaded.
They should know and understand the term Romanisation. Pupils should
be taught reasons why there was rebellion by the Iceni.

Why did the Romans Invade?

Look at a map of Europe at the time of the first Roman invasion. Mark on
the map the provinces of the Roman Empire. Identify reasons why the
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

Romans might be interested in the British Isles. Make a note of these as a
class.

Extension groups. Read through the transparency on the reasons for the
Roman Invasion as a class. Establish the meaning of the key points and
ask what particular words and phrases mean.

Split into small groups and look closely at supporting evidence relating to
the invasion of the British Isles. Pupils are to make notes on the reasons
for the invasion of England.

Second lesson: Create a writing frame as a class on the reasons for the
Invasion of Britain by the Romans. Use source material to extend the
pupils and encourage developed reasoning.

Homework: Write the essay.

Core Groups: Essentially the same tasks. Provide pupils with examples
on the writing frame and where appropriate provide definitions of phrases
for the pupils. Instead of working in groups the task could be more
specific using a structured series of questions designed to push pupils into
evaluating the source.

Foundation: Look at the map and identify main countries and provinces
on it. Again ask for reasons why the Romans might have wanted to
invade England. Read through a shortened version (and simplified) of the
source material. Discuss this in depth.

Pupils then place information into the correct places on the writing frame.
These should be double checked as a class. Pupils are to attempt the
writing of a short piece of work using the writing frame to support them.

How did the Britons react to Roman Invasion?

Extension groups and Core.
Use the Internet and Grolier where available to investigate the reaction of
the Britons to roman rule. Identify the rise of the Iceni as being of
particular relevance to this. Also highlight the need for the building of
Hadrians Wall and the Antonine wall as suggestions that the Britons did
not like Roman Rule. Provide other source material to show that this was
not always the case. Pupils to make notes on the response of the native
Britons to the invasion. (If Internet/ Grolier are unavailable concentrate
solely on source materials in text book and on photocopied sheets).
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse


Foundation groups:

Read through the story of Bodiccea’s rebellion. Discuss the text in detail
looking at meanings of phrases unfamiliar to the class.

Ask the pupils to find reasons for the rebellion within the text. Highlight
these for pupils as you work through the passage (use OHT if necessary).

Pupils to then complete a work sheet on the rise of the Iceni.

Lesson 2: Look at simplified sources on the positive impact of the Roman
Invasion. Ask pupils what these sources are saying about the Roman
conquest, were all Britons opposed to the roman occupation?

Once the source material has been read and discussed look at the sources
again in terms of when they were written, re-enforcing the pupils
awareness of primary and Secondary evidence.

Pupils to complete tasks on worksheet aimed at extracting information
from the sources.

Homework:
1) Complete any incomplete tasks from the worksheet in class.
2) Identify positive and negative reactions to the Roman Invasion from a
list and place them into the correct column.

What changes did the Romans make in England?

All groups. Look at picture pack of Roman Life and at Photographs of
roman ruins. Discuss what these pictures are of and what this tells us
about life in Roman Britain. Do the class think that these things are
positive or negative consequences of the Roman invasion? Discuss the
pupils answers to these questions in depth.

Tasks: Extension/ Core. Use the text book to establish what the functions
of the Aqueduct, The Roman Baths and the Roman Villa’s were. A
paragraph explaining what each of these features of Roman Britain ought
to be produced by all pupils by the end of this lesson. To extend ask the
pupils to then find out about Roman Villa’s… for exceptional pupils ask
them whether or not the Villa would have been suited to England (not
really, in the North, it was predominantly used alongside farms producing
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

Grain… although there was one as far north as Gargrave. Would have
been more suited to east Anglia and the Midlands).

Foundation: Pupils to match a picture with a name. They then select the
correct definition to go along side this.

Homework:
Extension: provide pupils with source material on the changes resultant
from the Roman invasion. The pupil is to identify things that changed and
things that stayed the same after the Roman occupation. Based on these
assertions they then offer a brief explanation as to how life had changed
as a result of Roman occupation of Britain.

Core: Complete worksheet Aqueducts.

Did the Romans leave England a better or worse place?

The legacy of the Roman occupation. With the class brainstorm all of the
knowledge that they have acquired about the consequences of Roman
occupation. Make a note of these in a spider diagram on the board. After
a brief discussion of these points and a reassertion of the key teaching
points move on to a brief look at the reasons for the Roman withdrawal
from Britain.

For Extension and Core groups this should look at the skirmishes with the
Scots, the threat from the Vikings and the need for Roman troops on the
continent. Ask whether or not these factors led to life in Britain becoming
more or less uncomfortable… i.e. did the gradual withdrawal of the
Romans have a detrimental effect on lifestyles at the time?

Extension groups should then write a brief resume of the reasons for the
withdrawal of the Romans. At the end of it they should state whether or
not Britain was a better or worse place because of roman rule, they must
offer reasons why they think this.

Foundation groups:
Show the class a list of things that the Romans had done in Britain during
their occupation. Discuss each one and ask pupils to recall their
knowledge of each to substantiate their responses. Ask the class to then
say if these were things that improved Britain for the Britons. The
information should then be placed into columns of things that were Good/
Bad consequences of Roman rule
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

Lesson 2: ASSESSMENT. Focus: Enquiry

Personalities of the Roman empire.

Individual Learning Outcome

Pupils will be aware of the lives and achievements of major personalities
in History.

Over the course of the module each class is to study a minimum of 3
personalities from Roman Times. These studies are to last 3 lessons and a
minimum of one homework each. The content of these lessons should be
a review of the life story of the personality and an assessment of their
achievements (or reasons for their infamy if the case is such). This can be
taught as a unit if desired. It may be more advisable to use the studies to
‘break up’ and supplement learning in other areas however. All pupils
must complete a study on Julius Caesar. This should be related to his rise
to power and the Invasion of England.
Suggested studies are: Augustus. (To link in with the work on the
formation of the Empire).
Hadrian, to link in with work on Hadrian’s wall and the Roman conquest.

Teachers are free to study briefly up to two other personalities of the
Roman age.

Internet sites of relevance and interest to this module:

http://www.britannia.com/history/h30.html

http://www.homeusers.prestel.co.uk/simonides/links/fortifications/hadria
ns-wall.html

http://www.northumbria-tourist-board.org.uk/hadrian/index.htm

http://www.ncl.ac.uk/~nantiq/

http://www.english-
heritage.org.uk/dminterface/dmehindex.asp?mkey=145

Resources available within school.

Roman Empire Text Book.
Contrasts and Connections: Study Unit, The Roman Empire.
 Year Seven History Module: The Roman Empire. Duration September- December
                           Created by D Moorhouse

Teachers resource packs on the Roman Empire are available from DM.
A selection of worksheets other than those specified are available. These
may be used to supplement learning or if appropriate as homework tasks.
Grolier CD ROM.
Roman Empire Picture pack.

								
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