Students identify cultural groups and historical developments in widespread parts of the Roman Empire. Through online research, they investigate the traits and histories of specific barbarian cultures and explain how those peoples affected history. Then, they state and explain their preferences for Roman city versus provincial life.
Students are introduced to how the Roman Empire grew and shrank over time and to the lesson objectives. They examine a map that highlights Rome with a red dot and respond to a word cloud prompt identifying what the red dot represents. Students then view the animated map Roman Republic Empire to observe how the territory changes from 510 B.C.E. to 530 C.E., and record in a shared table what process they think the animation shows.
Teacher MovesClarify that the red dot marks the city of Rome. After students view the animation and share ideas, explain that it shows the growth and decline of the Roman Republic and Empire.
Students view a map of Roman provinces and read background text explaining how the empire was divided into provinces governed from Rome via roads and military power. Each student selects a province from the map and conducts brief online research to identify its ancient name and location, its modern-country equivalents, key geographic features, and an image illustrating its physical geography or resources. They post their findings to a shared discussion wall or link to a digital presentation (such as Prezi, timeline, or slide deck), then review classmates’ posts and comment on at least two, comparing their chosen province with others.
Teacher MovesDecide whether to let students choose provinces freely or assign provinces to ensure a broad range of regions is covered. Monitor posts and comparisons to ensure students accurately describe locations and geographic features.
Students examine an image of a battle between Goths and Romans and read an explanation of how non-Roman “barbarian” peoples across the empire interacted with Rome through conquest, rebellion, trade, military service, and cultural diffusion. They learn how Latin, trade networks, and money economies spread through formerly barbarian regions. Students then watch a segment of From the Founding of Rome to the Downfall of the Empire and read Barbarians to deepen their understanding of how geography and history were connected. Using a graphic organizer, they list different cultures (e.g., Romans, Goths, Vandals) and record notes about each. Finally, they post to a class wall explaining how non-Roman peoples and their geography affected Roman culture, using evidence from the experience.
Teacher MovesLet students know they do not need to fill the entire graphic organizer. After students post their explanations, highlight an interesting or exemplary response to prompt whole-class discussion about the influence of geography and non-Roman cultures on the empire.
Students view an image of a restored Roman bath in England and consider whether they would prefer to live in the city of Rome or in a provincial area of the empire. They read Roman Provinces and Who Were the Iron Age Celts?, and may revisit earlier sources, to inform their choice. On a shared wall, they state their preference for Rome or the provinces and support it with reasons. They then read classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesInvite students to specify particular regions of the empire they would have liked to inhabit, including areas connected to their own family or ancestral backgrounds, to help them make personal connections to the content.
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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