Teacher(s) June Caulfield Subject group and Individuals & Societies

discipline

Unit title Unit # 1 - The Roman World MYP year 2 Unit duration 8
(Influences then and now)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Systems Goverment, Growth Scientific and technological

Innovation

Statement of inquiry

Understanding the systems created by ancient civilizations helps us to gain an awareness of their influence on
societies today.

Inquiry questions

Factual -​ List and identify Rome’s social, political, economics and technological systems?

Conceptual - ​Explore - how can studying history help us understand current social, political, economic and
technological trends today?

Debatable

●Evalute impacts on the Rise and Fall of Rome?

●Discuss past influences and change in modern society?

(​Connect to Command Terms for I&S)

Objectives Summative Assessment

Outline of summative assessment Relationship between summative

including assessment criteria assessment task(s) and statement
to inquiry
Students are assessed for A, C &
D at Year 3 level
 Students are assessed for B at
Year 1 level

.
Knowing & Understanding
●​ ​Vocabulary and knowledge
building
Investigation
● Formulate responses to
focus research question
● Follow an action plan to
collect and record information
● Reflect on process and
results
Criterion A
All strands
Knowledge and understanding -
questions on content addressed in
class and source evaluation
Summative
Criterion B (Year 1)
Each assessment is aimed to make
connections and consider systems
in Rome. By investigating the
influences these systems had for
Rome connection can be made with
the contemporary world. The inquiry
statement is in the summative task.

All Strands
Communicating
● Structure and communicate Investigation into Roman Systems
information/ideas and the connection to us by
● Reference work selecting a G-SPICE category

Criterion C

All Strands

Students will present their results

of their investigation as a product
– having choices as to which
medium they will use

GRASPS

G​ - To understand the impact of

Roman systems and connect this
to today

R​ - Researcher for History

Channel

A​ - MS/HS History Students

S​ - Relate systems the with now

P​ - Visual connecting this through

a presentation that you can
choose from.

S​ -Your performance needs to

demonstrate how one G-SPICE -
 system connected to Rome and
today. Assessed Crit B and C

Summative Investigation

Follow Inquiry Cycle

Approaches to learning (ATL)

●​Communication Skills

○​ P
​ araphrase accurately and concisely

○​ T
​ ake effective notes

○​ N
​ egotiate ideas and knowledge with teachers

○​ R
​ ead critically and for comprehension

○​ M
​ ake inferences and draw conclusions

○​ S
​ tructure information in summaries and presentations

○​ D
​ evelop the art of formulating effective inquiry questions

○​ R
​ eflection Skills:

■​ ​What did I learn about? What don’t I understand yet? What questions do I have now?

○​ O
​ rganizing Skills:

■​ ​Meet deadlines

■​ ​Create plans and actions plans

■​ ​Use appropriate strategies for organizing information

Research Skills:

● Formulate research questions for investigation

● Follow the inquiry cycle for investigating
● Plan, sort and find information relevant to research

Content (what will you Learning experiences Formative assessment Differentiation

teach?)
(what will the students Collaborate with SST
do?)

When did the Romans ·​ ​Paraphrasing text/ Tasks - scaffolded to

Rule? summarizing build understanding.
The Roman Republic and ●Making and using timelines
·Group ​ ​Cornell note taking. Varied tasks for
empire ●Making and reading maps Displayed for Visible differing learning styles
Political/ government
●Paraphrasing text learning - Wall of Notes
systems of the Roman The library has many
Roman Empire books on ancient
●​ ​Explore systems of
government, democracy
and citizenship
●​ ​compare/ contrast
Republic and Empire
Impact of technological
inventions
●​ ​Cause and
consequence
Beginning and
Expansion of the Roman
Empire
●​ ​Causes
●​ ​Economics and trade
●​ ​Basic economic
vocabulary (trade, import,
export, surplus, deficit)
Geography of the Roman
and Empire
●​ ​Human-environment
interaction
●​ ​Benefits and
disadvantages
The Rise and Fall of
Rome
●​ ​Cause and
consequence
●Reference effectively using
MLA
●Cornell Note taking
●Use​ ​G-SPICE analytical tool
(Geography, Social Life,
Politics, Intellectual Life,
Culture, Economics)
●Formulate arguments, make
judgements on events and
draw conclusions
·​ ​Knowledge and
understanding quizzes -
Google forms -
Google Forms Formative
·​ ​Daily tasks and
discussions - Think, Pair
Share/ Collabortive digital
platform and collaborative
face to face - using flexible
groupings and rotational
work stations.
Rome, that cater for
differing ability levels
including the DK
Eyewitness series with
a variety of maps and
visuals
Multiple class textbooks
which explain the same
ideas at varying levels
of difficulty
ELL. Additional mother
tongue languages can
be arranged through
the SST dept.Visual
Learners: use
additional books from
the library
Students can use the
G-SPICE or other
simple 2-column sheet
for Cornell notes
Collaborate with SST

Famous people in
Rome’s history
Julius Caesar
Augustus
What would change in
history without Roman
influence?

Resources used for the unit

History of our World text

Holt McDougal World History

School Library Portal

Cornell Note taking Strategies

Annotating Text/ Active Reading Strategies

Teacher materials Google Drive/ Quicktime audio recording

See​ ​Gr. 6 Folder from 2015-2016

See​ ​Gr. 7 Folder from 2015-2016

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Prior knowledge​: ​What is the previous The frontloading on Rome is

knowledge of students?
●Some students studied Rome in Gr. 6
through the “Ancient Innovations Unit”,
though this was focused exclusively on
the technology they selected for an
investigation
●Students will be familiar with​ ​G-SPICE
and using this as an analytical and note
taking framework
●Students worked with
“human-environment interaction” in Gr.
6, both when analysing modern nations
and ancient civilizations (Sumerians,
Egyptians). The focus during this was
“critical thinking” skills to make
judgements about decisions made by
ancient civilizations
possibly too detailed and there
Will focus more on and explain
are a number of learners whom
the inquiry cycle itself before the
their first language is not English.
tasks are set: Investigate,
They need continual
plan/sort/find, think and reflection
reinforcement of knowledge
as part of the whole process by
Students are using the template using more visuals.
provided for the investigation
process well but they need
constant reminding of the fact that
they are assessed on the process
of investigation. They lack an
understanding of the inquiry
cycle. This is being reinforced.

●Students had practice with Cornell note

taking while completing investigations at
the end of Gr. 6, though this was rushed

●Similarly, active reading and annotating

text will need to be revisited and taught
again explicitly.

●Students will still have access to a lot

of their work and resources from last
year which may help them (especially
the Geography stuff). Make sure they
know how to find this in their Google
Drive

●Mapping at the beginning of Gr. 6.

○​ F
​ eatures of a good map

○​ M
​ apping vocabulary

○​ T
​ ypes of maps & function

○​ H
​ ow to use a map (multiple scales)