In this unit on the Fall of Rome, students used the DBQ Project curriculum with a collaborative model and Common Core Standards in History to write group essays examining the big question stated above. Students will examine a background essay and five documents to gather evidence for their writing. All documents will be examined using close reading techniques.

Time Frame two-three weeks.

Culminating activity: Students will write a group essay answering the question, "What was the most important factor to why Rome fell?"

CALIFORNIA HISTORY CONTENT STANDARDS

7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

7.1.1 Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).

COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

RH 1. Cite specific textual evidence to support analysis of primary and secondary sources.

RH 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RH 8 Distinguish among fact, opinion, and reasoned judgment in a text.

SL. 6-8.1 (a-d) Students engage effectively in a range on collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, text and issues building on others ideas and expressing their own clearly.

WH 9 Draw evidence from literary or informational texts to support analysis, reflection, and research

Students start with a close read of background essays and a set of documents exploring the reasons for the Fall of Rome. Each of the documents will be read three time in class using a worksheet that students can write on and take notes on the text itself. The first reading is an individual silent reading were students identify words that are challenging for themselves or they feel that would be difficult for classmates. The second reading is the teaching modeling reading and using context clues to help determine the meaning of words identified by students. The third reading the students work with partners to answer text dependent questions. Students then collected all of their work and reported it to the class by filling out a Google Form thus creating a class pool of knowledge about the documents and specifically the big question.

The students are then given access to the Google Form Response Sheet with all the student's answers to the Form. Again, all names have been removed so information can be shared and even students who had difficulties completing the Form on the documents can still find evidence to write their final essay. The Response Sheet is provided below.

Students were placed into groups of five and assigned a collaborative essay. Using Google Drive the teacher created a document that has been divided into boxes. Each student is assigned to write one paragraph in a 5 paragraph essay. The topics for each paragraph was decided by the group and then the paragraphs were assigned to each group member. In addition to writing a paragraph they are also responsible for editing a partner's writing using the grading rubric that has been handed out and covered in class. I created a Google Document that was shared with each group member and then divided it into 8 boxes. The boxes divide the shared document into individual spaces each student is assigned. They are given a space for their rough draft writing, a box to edit a partner's writing and a space for their final draft. Student work has been divided up by period below.

Below is the writing rubric that the students were given and also the rubric used to grade the assignment.