(7)Rome - Social Studies Curriculum Map

	A	B	C	D	E	F	G	H	I	J
1	Unit Name: Rome							Unit pacing: 5 weeks
2	Unit Overview and Enduring Understandings	This unit explores the historical, political, cultural, and military aspects of Ancient Rome, tracing its development from a small city-state to a vast empire. Students will examine the Roman Republic and its transformation into the Roman Empire, key figures like Julius Caesar and Augustus, as well as the roles of Roman law, engineering, religion, and social structures. The unit concludes with an analysis of Rome’s enduring legacy in the modern world.
3	Essential Questions	How did the Etruscans and Greeks influence Roman culture? How did Rome’s political structure influence modern democratic systems? What were the strengths and weaknesses of the Roman Republic and the Roman Empire? What role did social class play in the daily life of Romans?How did religion and mythology influence Roman culture? What factors led to Rome’s rise as a powerful empire? What caused the fall of the Roman Empire? In what ways does the legacy of Rome continue to shape the modern world?
4	Content Domain	Essential Standards	Supporting Standards	Essential ELP Standards	Concepts/Skills	Essential Vocabulary	Strategies/Models	Evidence of Mastery	Assessments	District Aligned Resources
5	Core Discipline Descriptors	6.H4.1 Describe how different group identities such as racial, ethnic, class, gender, regional, and immigrant/migration status emerged and contributed to societal and regional development, characteristics, and interactions over time.	6.C4.2 Describe and apply civic virtues including deliberative processes that contribute to the common good and democratic principles in school, community, and government.	EL.6-8.S4.PE/E-1 express an opinion on a topic. EL.6-8.S4.B-1 construct a claim about a topic or text. EL.6-8.S4.I-1 construct a claim about a topic or text. EL.6-8.S4.PE/E-2 supply a reason that supports the opinion. EL.6-8.S4.B-2 supply a reason that supports the opinion and is based on some textual evidence. EL.6-8.S4.I-2 supply a reason that supports the opinion and is based on more detailed textual evidence and relevant background knowledge. EL.6-8.S4.PE/E-3 use grade- appropriate words. EL.6-8.S4.B-3 use grade- appropriate words and phrases. EL.6-8.S4.I-3 use grade- appropriate general academic and domain-specific words and phrases. EL.6-8.S4.PE/E-4 provide a sense of closure to an argument. EL.6-8.S4.B-4 provide a concluding statement to an argument. EL.6-8.S4.I-4 provide a conclusion that summarizes the argument presented. EL.6-8.S7.PE/E-1 gather information from provided resources to answer a question. EL.6-8.S7.B-1 gather information from multiple provided resources to answer a question. EL.6-8.S7.I-1 gather information from print and digital provided resources to answer a question. EL.6-8.S7.PE/E-2 record some information/ observations in simple notes. EL.6-8.S7.B-2 paraphrase observations/ information notes with labeled illustrations, diagrams, or other graphics, as appropriate. EL.6-8.S7.I-2 summarize key ideas and information in detailed and orderly notes, with charts, diagrams, or other graphics, as appropriate. EL.6-8.S7.PE/E-3 identify sources used in research. EL.6-8.S7.B-3 cite sources used in research. EL.6-8.S7.I-3 identify credible sources used in research and use a standard format for citations. EL.6-8.S7.B-4 restate the main idea using evidence from text or presentations. EL.6-8.S7.I-4 make inferences and draw conclusions using evidence from text or presentations.	Understand how geography influenced the development and expansion of Rome. Describe the structure of the Roman Republic (Senate, Consuls, Assemblies). Identify the difference between patricians and plebeians and their roles in society. Recognize the importance of figures such as: Julius Caesar & Augustus Caesar	republic Patrician plebeian veto dictator Christianity aqueduct	Word wall, 2-column notes, Frayer model, sentence starter, double bubble chart	Label major cities on a blank map. Filling out a graphic organizer on the structure of the Roman Republic. Diary entry as a gladiator, Roman senator, slave or a Roman student. Include cultural details like clothing, entertainment, religion or daily routines. Create a meme about Julius Caesar.	End of the unit CFA, Savvas quizzes, vocabulary quizzes, project, informal assessments, check for understanding, exit ticket.	Savvas Topic 7: Lesson 1-4
6	Skills and Processes	6.SP1.4 Evaluate the significance of past events and their effect on students’ lives and society.	6.SP4.1 Explain the multiple causes and effects of events and developments in the past.
7	ELA Integration	6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.	ELA Standard 6.RI.1 to SS Standard 6.H4.1, 6.C4.2, 6.SP1.4, 6.SP4.1 alignment - Evidence-based reading - Inference-making - Analyzing primary/secondary sources ELA standard 6.RI.2 to SS Standard 6.H4.1, 6.SP1.4, 6.SP4.1alignment -Identifying main ideas - Summarizing objectively - Synthesizing details ELA standard 6.RI.4 to SS standards 6.H4.1, 6.C4.2 alignment -Interpreting historical and civic vocabulary - Understanding connotations of identity and justice terms ELA standard 6.W.2 to SS Standards6.H4.1, 6.C4.2, 6.SP1.4, 6.SP4.1 alignment -Expository writing - Use of evidence - Organizing ideas clearly - Using formal style and precise vocabulary
8	Considerations:	Pacing
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