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Unit of Learning: An Ancient Civilisation: Rome - Coggle Diagram
Unit of Learning: An Ancient Civilisation: Rome
Student Context & Prior Learning
Students will have developed an awareness of historical concepts, such as source and evidence; fact and opinion, viewpoint and opinion; viewpoint and objectivity; cause and consequences, change and continuity; time and space.
Investigated the job of the Archaeologist and the Historian, including how s/he finds and uses evidence to form historical judgements.
Gained an understanding of the usefulness and limitations of different types of primary and secondary sources of historical evidence, and the contribution of archaeology and new technology to historical enquiry.
This is a group of mixed abilities so therefore, the implementation of a variety of activities including visual and group work in combination with differentiation tasks suited to various students, will result in a more meaningful learning experience.
Learning Outcomes
1.6 debate the usefulness and limitations of different types of primary and secondary sources of historical evidence, such as written, visual, aural, oral and tactile evidence; and appreciate the contribution of archaeology and new technology to historical enquiry.
1.7 develop historical judgements based on evidence about personalities, issues and events in the past, showing awareness of historical significance.
3.1 investigate the lives of people in one ancient or mediaeval civilisation of their choosing, explaining how the actions and/or achievements of that civilisation contributed to the history of Europe and/or the wider world.
Learning Intentions
Outline the history of Ancient Rome from its foundation.
Explore life in Ancient Rome by looking at their homes, dress, food, entertainment, education and slavery.
Assess the importance and success of the Roman army.
Consider the role of religion in Roman life: the gods, death and the rise of Christianity.
Analyse the legacy of the Roman Empire.
Assessment
Starter task on students’ pre-existing knowledge of Rome: word cloud.
Map of the empire (page 49), photos of famous Roman buildings (pages 56, 57, 60, Sources and Skills Book page 27).
Narrative account in chapter.
Collaborate tasks on pages 60 and 62
Comparison of Roman and modern
buildings and the influence of Roman architecture.
Draw diagrams of a domus and insulae homes
‘Day in the Life’ exercises for young people, soldiers, slaves, gladiators, etc.
‘Sports report’ from the Colosseum
or Circus Maximus
Report on a modern building that
is based on Roman design
Checkpoint questions
Understanding History questions
Exploring History questions
Collaborate tasks
Summative AfL assessment followed by student self-assessment ‘two stars and a wish’ task
AfL ongoing strategies, e.g. Hot Seat, KWL chart, Think Pair Share, peer assessment.
Success Criteria
Outline the history of Ancient Rome from its foundation.
Describe life in Ancient Rome by looking at their homes, dress, food, entertainment, education and slavery.
Assess the importance and success of the Roman army.
Understand the role of religion in Roman life: the gods, death and the rise of Christianity.
Analyse the legacy of the Roman Empire.