Students investigate various sources to learn about the fall of Rome. Then, they turn eastward to learn about the Byzantine Empire (formerly the Eastern Roman Empire), which survived for 1,000 years after the western empire. Next, they create an infographic timeline of the fall of Rome. Finally, they read a primary source—the eyewitness testimony of St. Jerome—describing the violence and grief of Rome’s fall.
Students read a brief introduction comparing the long histories of the Western and Eastern Roman Empires and are introduced to the lesson objective. They examine an image of Attila the Hun and read a short imaginative scenario about a distant space empire collapsing after repeated attacks. Students then respond to a wall prompt explaining why the fall of a faraway space empire might interest people on Earth.
Teacher MovesPresent the overall flow of the experience and highlight the objective. After students post to the wall, lead a brief discussion of their ideas, then connect the space-empire story to the fall of the Roman Empire, emphasizing that people today study Rome’s fall to help modern civilizations avoid similar outcomes.
Students view images related to battles between Goths and Romans, then read 8 Reasons Why Rome Fell to investigate major political, military, economic, and cultural causes of the empire’s decline. As they read, they complete a structured graphic organizer, taking notes on each of the eight causes. Next, they use the online map resource The Fall of the Roman Empire, stepping through maps for different time periods to observe territorial changes. They answer multiple-choice questions that require them to interpret the maps, including the locations of Rome and Constantinople, directions of barbarian migrations, threats to Rome, and which kingdom controlled Italy by 500 C.E.
Teacher MovesSupport reading of the article by reading sections aloud as needed, pausing to clarify vocabulary and concepts, and offering The Fall of Rome as a simpler summary for students who need it. Monitor completion of the graphic organizer and, if time permits, facilitate a discussion to clarify key causes and address student questions. Encourage interested students to consult The Fall of the Roman Empire (text resource) from the Student Pack for additional context. During the map activity and questions, check for understanding of geographic patterns and correct misconceptions about invasions and territorial shifts.
Students view an image of Emperor Justinian I and learn that the “fall of Rome” usually refers to the Western Empire, while the Eastern (Byzantine) Empire continued for centuries. They watch the video Fall of Rome (The Rise and Fall of the Byzantine Empire) to gain an overview of the Byzantine Empire’s development and longevity, then read The Byzantine Empire to explore its government, culture, religion, and legacy. Students post to a collaborative wall listing three or more reasons why the Byzantine Empire was historically important, then read classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesUse the wall responses to highlight key contributions of the Byzantine Empire, drawing on the provided examples (such as Constantinople’s trade, Justinian’s legal reforms, preservation of Greek and Roman culture, and the Eastern Orthodox Church). Prompt students to elaborate on or compare reasons in their peers’ posts. Offer interested students the optional video The City of Walls from the Student Pack to deepen understanding of Constantinople’s defenses.
Students examine an image depicting the Sack of Rome and then synthesize what they have learned by creating an infographic about the fall of the Roman Empire. Using guidance and an example from Infographicszone, they design a one-page visual that may include key people, places, events, and maps. Students create their infographic on the digital drawing canvas or on paper and upload a photo of their work.
Teacher MovesReview students’ infographics and lead a discussion using them as visual prompts. Ask questions such as which events were most crucial, which individuals were most responsible for Rome’s fall, whether the fall was inevitable, and what solutions might have prevented it and why those might not have worked. Use student work to surface and compare interpretations of the empire’s decline.
Students view an image of St. Jerome and are introduced to him as an important early Christian scholar and translator of the Bible. They read the primary source Eyewitness to History: The Fall of Rome, beginning with the section “Who Could Believe This?”, to experience an eyewitness account of Rome’s fall. On a collaborative wall, they record three or more phrases or sentences that reveal the author’s feelings or personal interpretations, then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesUse students’ selected quotations to launch a discussion about St. Jerome’s emotions, perspective, and reliability as a source, drawing on the provided examples of vivid language. Ask guiding questions such as how the author feels, what kind of person he seems to be, and how believable his testimony is and why. Optionally, share background information about the Goths’ culture and laws to complicate simple “barbarian” stereotypes and deepen analysis of the account.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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