Integrated Unit of Work: All that is Roman

Context
Integrated theme o Significance of Ancient Rome within our history how has our world been shaped as a result of our history o The history of Ancient Rome and the significant Romans that made Ancient Rome what it was. o o o o

Knowledge
People are the main contributing factors that effect the formation and development of a civilisation. How cultural practices and organised societies developed Evidence gives historians clues as to how the civilisation used to function The similarities and differences between civilisations

Skills Processes/Values/Attitudes
o o o o Understand the effect a significant person had on Ancient Rome Examine maps, history to determine how important Ancient Rome is in terms of our world history Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. Demonstrates communication and cooperation skills, which assist interpersonal interactions.

Society and Environment

o
Historical knowledge and understanding The physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there. (ACDSEH004) Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion. (ACDSEH038) The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs. (ACDSEH039) Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire(including its material remains), and the spread of religious beliefs (ACDSEH040) The role of a significant individual in ancient Romes history such as Julius Caesar or Augustus(ACDSEH131) Historical skills Chronology, terms and concepts

English
Language Language for interaction o Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782) Text structure and organisation o Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531) o Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763) o Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532) Expressing and developing ideas o Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) o Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764) o Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539) Literature Literature and context o Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619) Responding to literature o Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620) o Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) o Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803) Examining literature o Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) o Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623) Creating literature o Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625) o Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805) Literacy

Mathematics
Number & Algebra Interacting with others o Solve o Identify and discuss main ideas, concepts and problems involving points of view in spoken texts to evaluate addition and qualities, for example the strength of an argument subtraction of or the lyrical power of a poetic fractions, including rendition (ACELY1719) those with unrelated denominators (ACM o Use interaction skills when discussing and NA153) presenting ideas and information, selecting body o Connect language, voice qualities and other elements, (for example music and sound) to add interest and fractions, decimals meaning (ACELY1804) and percentages and o Plan, rehearse and deliver presentations, selecting carry out simple conversions (ACMN and sequencing appropriate content and A157) multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720) o Given Interpreting, analysing, evaluating coordinates, plot o Analyse and explain the ways text structures and points on the Cartesian plane, and language features shape meaning and vary find coordinates for a according to audience and purpose (ACELY1721) o Use prior knowledge and text processing strategies given point(ACMNA 178) to interpret a range of types of o Investigate, texts (ACELY1722) interpret and analyse o Use comprehension strategies to interpret, analyse graphs from and synthesise ideas and information, critiquing authentic data (ACM ideas and issues from a variety of textual NA180) sources(ACELY1723) Creating texts o Find percentages of o Plan, draft and publish imaginative, informative quantities and express one quantity and persuasive texts, selecting aspects as a percentage of of subject matter and particular language, visual, another, with and and audio features to convey information and without digital ideas (ACELY1725) technologies. (ACM o Edit for meaning by removing repetition, refining NA158) ideas, reordering sentences and adding or o Investigate and substituting words for impact (ACELY1726) calculate 'best buys', o Consolidate a personal handwriting style that is with and without legible, fluent and automatic and supports writing digital for extended periods (ACELY1727) technologies (ACMN o Use a range of software, including word A174) processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728) Measurement & Geometry o Draw different views of prisms and solids formed from combinations of prisms (ACMMG161) Statistics and Probability o Assign probabilities to the outcomes of events and determine probabilities for events (ACMSP168)

Sequence historical events, developments and periods (ACHHS205) Use historical terms and concepts ( ACHHS206) Historical questions and research

Identify a range of questions about the past to inform a historical inquiry(ACHHS207) Identify and locate relevant sources, using ICT and other methods (ACHHS208) Analysis and use of sources Identify the origin and purpose of primary and secondary sources (ACHHS209) Locate, compare, select and use information from a range of sources as evidence(ACHHS210) Draw conclusions about the usefulness of sources (ACHHS211) Perspectives and interpretations Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212) Explanation and communication Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)

o Construct samp
le spaces for single-step experiments with equally likely outcomes (ACMSP167)

Identify and investigate issues involving numeri cal data collected from primary and secondary sources (ACMSP169)

Plan outline for unit of work Week 4: Empathy Tie literacy and mathematics into empathy. Week 1: Cause and effect and evidence. Tie literacy and mathematics into cause and effect. Week 5: Significance and evidence Tie literacy and mathematics into significance Week 2: Continuity and change and evidence Tie literacy and mathematics into continuity and change. Week 6: Contestability and evidence. Tie literacy and mathematics into contestability Week 3: Perspectives and evidence Tie literacy and mathematics into perspectives and evidence.

Cause and Effect The cause of Julius Cesar and as a result the effect it had on the land/people The cause of war and the effects that this had on Pompeii Cause and effect of Armour. Design a shield and discuss why people changed from using shields and the effect shields had on warfare. How have shields improved, why? Evidence: Strong focus needed Sources given to students: o Students are to decide; who it came from, where it came from, what was the use, what was the value of it? Student finds an artefact and is asked to make a speech about: o Who it came from, where it came from, what was its use, what was the sentimental value of it? Mystery: teacher has just found a letter and wants to know the story behind the person. Launch an investigation into the person, where they lived, how they lived ect. Continuity and change Draw a map of modern Rome (using Google maps), draw a map of ancient Rome (using Google ancient maps) overlay these maps and discuss: o What natural landmarks were there/are still here today o What man made landmarks are still present, what landmarks are different o What is the same o What is different http://news.nationalgeographic.com.au/news/2007/08/photogalleries/romereborn/ Create 3D diagram of a typical Pompeii house in the Ancient Roman times and in the 21 st century. Review the floor plans of houses and major landmarks both now and then. Mystery: Teacher designs and creates a scribe based on an artefact. Students are to use the evidence within the scribe to discover the location of the person within the letter. Discuss what their house could have possibly looked like, discuss what is presently there today Perspectives Study a Roman childs life and study a Greek childs life. Write a story about the Greek childs life through the Roman childs eyes. View a Roman childs life through a 21st century childs eyes. Create a diorama to depict the thoughts and views Create an online newspaper about an event from the writers perspective. Create an artwork that takes the perspective of a slave. Within the artwork their feelings, daily life and hardships must be depicted. Reflect on class artworks with a student in the 21st century perspective and discuss what you think the artist was trying to depict through their artwork. Empathy Write a letter to another person detailing your daily life as a person from Ancient Rome. Within the letter you must give reason as to why you are writing your letter and you must describe a major event that has happened to you. This letter needs to be written in first person and needs to use descriptive language to accurately show what the situation was like. Also emotive language needs to be used to express how you as the person feels Online news bulletin. You are writing a news bulletin to the people of Rome justifying why you are building the colosseum. Significance Each student studies one significant individual. Each student will then present their individual and as a class they vote which they think is the most significant of the significant individuals and the reasons for their decision. Pretend you are the very first person to set foot in Rome. Write a letter explaining why, where and how you plan to settle in Rome What was the significance of trading? Design and set up a trading game within the class, with rules sating that everyone wants money but only a few people have it. Discuss the significance of trading and how it started, why it started and which aspect of trade is the most significant. Contestability Each student reviews a different view on how the Romans thought of and built the aqueducts then decide which is the most plausible and why. Assign every student different Ancient Rome geographical feature that could influence human settlers. Create a class debate to discuss and select the most plausible reason/s

Reading Different book for each group based on data collected from running records Feature novel: o The Roman Beanfeast: help students to relate to what they are learning as it enables them to learn through a students eye. Poetry: o Study the language used to create the imagery and perspective. Poems from Roman poets such as Persius o Analyse the poems written by Roman poets about the life and hardships of Ancient Rome Picture books: o Introduction into the life of romans, the conflicts, the famous people and the key groups of the Roman Society. See list below Informational books: o Teach the history of Ancient Rome through facts not perspectives. o Teach the physical features of the land of Ancient Rome Viewing Examine Videos: o See list below Analyse Photos o Analyse the 3D photos, which show the re-creation of Ancient Rome city. o http://news.nationalgeographic.com.au/news/2007/08/photogalleries/romereborn/ o Ancient Rome reborn: http://www.openculture.com/2012/03/rome_reborn__a_digital_model_of_ancient_rome.html o Analyse original photos of artefacts, and people o http://www.bbc.co.uk/history/ancient/romans/ o http://www.bbc.co.uk/schools/primaryhistory/romans/the_roman_army/ Speaking and listening Role play: o Organizing a Classroom Roman Dinner Party o Twelve tables of Roman Law: using the classroom as a courtroom o Each student has a role and as a class perform a typical Roman trial for the case that someone has forgotten to pay the doctor and he now wants his fees. Note: no executions will result from this task Writing Book study o Make four flap flip book on four aspects of everyday living that is of importance o Students create trading cards that contain information about the Gods. This can then be converted into a game like Snap o Create an eBook about the laws and religions of ancient Rome Letters/Scripts o Write a letter to Julius Cesar telling him that people are wanting to kill him o Create a Plebeian and Patrician Film script Design o Design a wanted poster for a significant Roman. o Design and write a food menu for the Patricians o Design a travel book telling someone about all the events/ landmarks to visit in Ancient Rome o Design a pamphlet inviting people to come and view a famous person speaking (i.e Julius Cesar, Cleopatra, Spartacus) o Design and present a 3D model and information booklet about one famous Roman Poetry o Write a poem about a God examples from Roman poets http://ancienthistory.about.com/od/literature/Roman_Poets.htm o Write a poem about warfare: acrostic, alphabet, epitaph, limerick, rhyming couplets Word Study: o Roman words: Romans, Centurion, Soldiers, Gladiators, Emperor, Numerals, Conquer, Expansion, Colosseum, Amphitheatre and Caesar. o How many new words can you make from the words Ancient Roman Civilisation o Crosswords and puzzles o Jeopardy Spelling: o Develop word sorts for each group based on data collected from words their way inventories

Number and Algebra: Real numbers: Case study: roman numerals o How the romans counted Devise a fraction board game that is based on Roman games such as Tail and Tesserae, Petteis, Doudecim Scripta Using a typical Roman plate of food, calculate the percentage of carbohydrates. Covert this percentage to a fraction then to a decimal. Roman children were not often taught more than basic counting skills. Use the classroom blog to devise a 400 word referenced paragraph as to why we need to learn mathematics. Also include in this paragraph how we use mathematics in everyday life. Make a board game that uses the Roman abacus. Sample ideas: http://todaycms.s3.amazonaws.com/alabacus/bc/d4f773b032cfb06b39a167bc20eecc/Activitiesfor-the-AL-Abacus-sampler.pdf Percentages: Calculate percentages slaves/ patricians, plebeians Calculate percentage of men/woman in specific city Calculate percentage of romans compared to another ancient city Calculate and practice percentages, factions and decimals by completing a series of questions. All the answers should be answered using roman numerals. Money and Financial Matters Roman shop simulation game: calculate best buys from one market to another Calculate the best gladiator to buy: in terms of age, weight, and attitude. Use as a formative assessment to see if best buy is understood Create a roman civilisation simulation. All students are given a budget; with this budget they must buy, sell and bargain, with each other and the computer. The computer acts as a bank, an external market and a tool to trade with. The aim of the simulation is to end up making the biggest profit within the class. Linear and non linear relationships Find the coordinates of the main landmarks of ancient Rome Find the coordinates of cities of Rome Human Cartesian plane: what coordinate are the slaves standing on? What is the coordinates of Cesars birth city Mysteries capture: A significant Roman has been taken and its the classes job to find him. Using the school as a map, the students will be placed into groups. Each group will be given a specific coordinate for which they will need to locate a clue, then they will need to go to that location to find their next clue/the missing Roman. Measurement and Geometry: Roman civilisation timeline Timeline of a significant Roman (for their final assignment)

Shape Incursion: Architect/ engineer visit to explain how to build a colosseum; students create an aerial view, a net of a 3D shape Design and build a Roman arch In groups students are to recreate a 3D model of a significant landmark: can be manmade or natural. Students are to then set up a display and invite the rest of the school to visit their museum Statistics and Probability Chance: classroom simulation game, turn the classroom into a Roman civilisation. Express as a %, fraction, decimal o Slaves: chance of freedom o Men: chance of new business o Roman society: chance of rain, chance of snow Students are to use population data from various years to create a board game, which aims to teach students about the effects/benefits of an increasing population.

Mid Assessment Design a brochure informing people of an upcoming event. Make sure that the brochure includes: o An event that was significant in the history of Ancient Rome o You must use the perspective of a local who is writing to try and attract people from neighbouring towns. o You must include pictures (at least one of the pictures needs to be an original photograph) o You must include information about the event; this information must be gathered from past readings. o Correct language for addressing patricians. o Correct Spelling and grammar

Final assessment Create a three walled booth focusing on a selected key group (i.e salves, plebs ect) The booth must contain information about the: o Typical food o Typical lifestyle/housing/jobs o A Famous person from that group i.e Julius Cesar, Spartacus, Cleopatra Map of the area that the famous person lived in o Typical clothes worn o A personal artefact that a person of that class would have o An Ancient Rome timeline Make sure you present you booth from the perspective of a person within that key group.

Books:
o o o o o o o o o o o o o o o o o o o o o o o o Titus: a Comrade of the Cross by Florence Morse Kingsley The Greatest Story Ever Told by Fulton Oursler (audio) Science in Ancient Rome by Jacqueline L. Harris Exploring Ancient Civilizations: Romeby Tracey Ann Schofield Classical Kids: An Activity Guide to Life in Ancient Greece and Rome by Laurie Carlson Lives of Famous Romans by Olivia Coolidge and Milton Johnson The Story of the Romans by H. A. Guerber Roman life by John Guy Buried city of Pompeii by Shelley Tanaka Detectives in Togas by Henry Winterfeld Pompeii: The Vanished City by Dale Brown, editor Ides of April by Mary Ray Roman life by John Guy The Emperor and Rome Edited by Bjorn, Ewald and Nirena Ancient Rome by Ramage and Ramage The Eagle of the Ninth by Rosemary Sutcliff The Roman Beanfeast by Gillian Cross Tiger, Tiger by Lynne Reid Banks Julius Caesar by Caroline Corby How Would you Survive as an Ancient Roman? By Anita Ganeri The Usborne Internet Linked Encyclopaedia of the Roman World by Fiona Chandler, Sam Taplin and Jane Bingham Myths and Civilisation of the Ancient Romans by John Malam 100 facts on Ancient Rome by Fiona Macdonald Explore Ancient Rome by Carmella Van Vleet

Videos Ancient Rome, Ancient Civilizations for children series: Life like a teenagers in ancient Rome http://ed.ted.com/lessons/a-glimpse-of-teenage-life-in-ancient-rome-ray-laurence Horrible history

Websites:
http://www.roman-empire.net/children/evils.html http://www.bbc.co.uk/radio4/history/romanway.shtml http://ancienthistory.mrdonn.org/Romelife.html http://www.historyforkids.org/learn/romans/ http://oklahomahomeschool.com/RomeUnit.html#recommended History of ancient Rome; http://prezi.com/-hzc7nknmf5f/history-of-ancientrome/?utm_source=prezi-view&utm_medium=endingbar&utm_content=Title-link&utm_campaign=ending-bar-tryout

The fall of Rome: http://www.history.com/topics/ancient-rome/videos#the-fall-of-rome Deconstructing history of the coliseum: http://www.history.com/topics/ancient-rome/videos#pompeii Destruction of Pompeii: http://www.history.com/topics/ancient-rome/videos#pompeii Documentation film: Ancient Rome: The Rise and Fall of an Empire Corners report of Julius Cesars stabbing: http://www.history.com/topics/ancient-rome/videos#julius-caesar

Cross, Gillian. (2009). The Roman Beanfeast. London: Barn Owl Books.

What is the text about? The Roman Beanfeast follows the life of a young boy named Davey. Throughout Daveys quest to design and make a piece of work that will win him the Roman prize at their end of terms Roman feast, Davey faces some challenges. The first challenge being his next door neighbour Molly, who steals his ideas. The second challenge Davey has to overcome is having to create a piece of work that will be original and amazing. Towards the end of the book Davey devises a plan to make a mummy named Julius sneezer. The book ends with Davey wining the Roman prize. What is the text's relevance to the unit of work? This text focuses around a student who is learning about Ancient Rome. This text is highly relevant as it provides an overview of Ancient Rome through a students eye. How could it be used within the unit of work? There are many different aspects to this text that can and should be used in conjunction to the unit of work. Firstly this text will act as an initial introduction into Ancient Rome as it has the ability to grab the students attention. Although this comical text can be used within guided reading, it would best be served to improve and develop comprehension skills. This text will also be used to reinforce and reiterate text structure and the use of persuasive language. The accurate timeline, catapult, his descriptions of the class field trip and the detailed descriptions of the Roman fort are all things that are to be used to discuss and highlight the historical knowledge taught in this unit. Class discussions, in regards to possible ideas of the Roman Prize, will also spark the historical knowledge of significant Romans. This text will also highlight key historical skills, as it will spark the importance of research and the importance of using referencing. Highlight any special features of the text. This text contains common issues such as fly in fly out parents, friendship problems and school pressures. The presence of these issues allows the reader to connect to not only the content but also the characters. Indicate the strengths and limitations of the text in relation to the unit of work. This text not only uses comedy to engage and capture the students attention, but it also incorporates facts and historical knowledge in a fun exciting way. The Roman Beanfeast also provides a fantastic platform for teachers to introduce and expand on concepts and knowledge. However the text can be seen to be very easy to read, which could pose as a problem for advanced readers if this text was to be read as a class novel. Although perspective is a valuable skill to learn, the perspective used within this text has lead to some of the facts being inaccurate, which poses as a problem unless the teacher is able to highlight and discuss why Davey is incorrect.

Corby, Caroline. (2011). Julius Caesar. Great Britain: Walker Books Ltd.

What is the text about? Julius Caesar by Caroline Corby tells a story of Gaius Julius Caesars life before he became famous. The book begins in December 89 BC when the 11-year-old Gaius Julius Caesar falls violently ill. This fast paced book moves quickly into the story of how Gaius Julius Caesar survived and thrived within the time of the first Sulla civil war. The book ends in 86BC when Gaius Julius Caesar is able to return home after the initial civil war. Gaius Julius Caesar was merely 14 and already had an extremely turbulent childhood. The last chapter contains a brief summary of the Gaius Julius Caesars main life events from 86BC up until his assassination in 44BC. What is the text's relevance to the unit of work? Within the unit of work the students are given the opportunity to select one significant person to study within their assignments. This book will provide a great segment into Gaius Julius Caesar life, which should prompt the students interests. This book is also of great relevance, as it will help the students achieve one of the Australian Curriculums historical knowledge and understandings curriculum contents, this being the role of significant romans. How could it be used within the unit of work? This text should be used as a supporting text as it provides key knowledge within both literacy and history. Being written in third person with strong opinions based on evidence this text provides the students with the opportunity to understand and study the characters, setting and viewpoints of given texts. This text also has the opportunity to teach the students about language, as the dialogue is formal as opposed to the colloquial conversations of today. The students are able to learn about the dramatic effects of language as this book uses its words to create vivid dramatic imagery of Gaius Julius Caesar and his surroundings. Within history this book should be mandatory to read. Not only does it give and insight into the childhood of one of the most famous Romans, but it also provides a clear image of what life was like between 89BC 86BC. This book will provide a great introduction into historical skills such as evidence, perspective, empathy and contestability. Highlight any special features of the text. The most significant feature of the text is its fictional approach to the factional story of Gaius Julius Caesar. Having this perspective allows the students to relate and engage in the story, thus allowing them to connect and become attached to such characters as Gaius Julius Caesar. Indicate the strengths and limitations of the text in relation to the unit of work. The strengths again include the use of accurate historical events, the fast pace of the book, which provides a sense of excitement when reading this text, and the use of language which will improve and deepen the students knowledge and understanding of the English language. The major weakness of this book is the sophisticated subject matter. Although this book is written for children, the nature of Gaius Julius Caesar and the events that surrounded his life are of a sophisticated nature and therefore maturity is required when reading this text.

banks, Lynne Reid. (2004). Tiger, Tiger. London: HarperCollins.

What is the text about? The text is a story about two tiger brothers who are taken to Rome. There, the stronger cub is trained as a killer at the coliseum, while the weaker cup becomes Emperor Caesars gift to his daughter, Aurelia. She adored her cub, Boots, and worked along side the animal keeper, Julius, to learn about training and caring for Boots. Unfortunately Brute didnt share the same fate as he lived in the cold darkness of a cell, only to be let out into the arena. On one unfortunate day Julius took Boots out of his enclosure to play a prank on the people outside Caesars house, only to have this backfire when Boots got wind of a good smell and ran away. Emperor Caesar was furious and sent Julius unarmed into the arena to face Brute, whereby thankfully neither animal nor man got severely hurt before the crowd opted to save them both. The book ends with Julius leading the two tigers to total freedom as he, Boots and Brute run into the distance never to return to Rome. What is the text's relevance to the unit of work? This text is extremely relevant as it will help the students gain a good perspective of not only the key groups with the Roman society, but also an insight into life as a Roman in Ancient Rome. How could it be used within the unit of work? This text would be used as a supporting text. It could be used to teach English techniques such as viewpoint and perspective. This text would also support the students understanding of coherence, language features and the use of language to create images. The strong characters would aid in the development of the students knowledge of characterisation. Tiger, Tiger is an extremely fast paced, action packed book, which is ideal for teaching comprehension strategies. This text is invaluable for teaching historical understand and knowledge. In particular Tiger, Tiger would address role of key groups, the beliefs, values and practices of the Romans, and the role of significant individual Romans. Tiger, Tiger will also help deepen the students understanding of historical skills such as chronology, terms and concepts, historical research, sources and perspectives. Highlight any special features of the text. The special feature of this text is the multiple viewpoints that the author adapts throughout the text. Lynne Reid Banks switches between both human and animal perspectives, helping the students gain empathy for both man and beast. Indicate the strengths and limitations of the text in relation to the unit of work. In relation to the unit of work its main strength is its ability to reiterate historical facts within a fictional story. Other strengths include, the multiple perspectives, the fast pace of the book, the sophisticated writing style and the ability to connect and feel for all the characters. The main disadvantage is the sophistication of the content. Some of the scenes are very graphic and could shock contemporary readers. However in saying this, the book is simply depicting the nature of Ancient Rome. Other disadvantages include the lack of pictures and the small writing, which might deter some of the readers.

Sutcliff, Rosemary. (2010). The Eagle of the Ninth Reprint ed.). New York: Square Fish.

What is the text about? The Eagle of the ninth is a historical novel set around 119 AD in Britain. The story follows the life of a young Roman Centurion, Marcus Flavius Aquila and his first command on the fringes of the Roman Empire. Injured terribly during a skirmish with natives, Marcus is forced to forfeit his military career. Whilst in recovery Marcus hears rumours of sightings of the eagle of the Ninth, the totem of his fathers lost legion. Determined to recover the honour of the disgraced legion Marcus, accompanied by his faithful Briton salve and friend, Esca, sets off in search of the totem. The two manage to retrieve the totem using whit, stealth and misdirection, only to find that the return of the eagle will do little for Marcuss dream of reviving the Ninth. The novel ends with Marcus being awarded a farm of his own in Britain amongst his friends and new family. What is the text's relevance to the unit of work? This text is set in the time of the Romans. This novel is highly relevant for teaching students about life in Ancient Rome, after the time of Julius Caesar. How could it be used within the unit of work? This text should be used towards the end of the unit because this novel is set in 119AD, when the Roman Empire had already expanded to Britain. This text, when combined with the other texts listed within the unit of work, will provide the students with a holistic view of Ancient Romes timeline. This text could be used to enhance the students knowledge and understanding of viewpoints, characterisation, the structures and features of texts and punctuation. The descriptions of the clothing, food, houses, military and religious customs, and medical practices throughout the text will support the students historical knowledge and understanding. Rosemary Sutcliff portrays exact details concerning everyday life in Roman Britain, which has created authenticity. This book in conjunction to the other books listed in the unit of work provides a perfect platform for the teacher to discuss continuity and change within Ancient Rome. Highlight any special features of the text. This text possesses one main special feature; it is just one book of a large series of historical fiction books. This feature will allow the teacher the freedom to assign the book to avid readers, in the knowledge that upon completion of this novel they are able to read a sequential novel. Having this ability will not only deepen the students understanding of Ancient Rome, but it also provides the teacher with an easy effective tool for extending the students of his/her class. Indicate the strengths and limitations of the text in relation to the unit of work. There are many strengths of the text in relation to the unit of work. The main strengths include; the year this novel was set in, the sophisticated descriptive language, the fast pace and the authors ability to create a deep connection between the reader and the characters. Some of the weakness include; the use of Latin words which provide authenticity but may create a sense of confusion for the students and the sophisticated nature of the content of the novel, although its a true encounter of life in Ancient Rome some of the content may shock the young readers.

Fiona Chandler, Taplin, Sam, & Bingham, Jane. (2001). The Usborne Internet- Linked Encyclopedia of the Roman World (J. Chisholm Ed.). London: Usborne Publishing Ltd.

What is the text about? This encyclopaedia follows the history of Rome, starting with the founding in 753BC, right up until the end of the Roman Empire in 476AD. The text looks at various aspects of Ancient Rome including the Roman Republic, the Roman Empire, everyday life in Rome and the end of the Roman Empire. Throughout the text there are links to the Usborne website which contains descriptions and images that provide further information for that subject. The text also contains pictures and photographs, which again help provide further information for that particular subject. What is the text's relevance to the unit of work? This book is highly relevant as it provides the students with the opportunity to see Ancient Rome in a summarised sequential order. This text is also highly relevant being that it is made for students, therefore the content, although sensitive in nature, is presented in an appropriate manner. How could it be used within the unit of work? The book could be used as a reference tool for the students throughout the unit of work. This book will help the students develop skills in referencing and sourcing information. This text will also enhance the students understanding of the historical knowledge and understanding content descriptors. This text can also be used to help the students understand continuity and change, cause and effect and sequencing of events. Using an encyclopaedia such as this will allow the students to develop an understanding between a primary and secondary source. The internet links allow the students the opportunity to improve their ICT skills, while viewing photographs of artefacts. Highlight any special features of the text. The significance of this book is its links to websites that will provide the students with richer knowledge. Having them improve their knowledge using ICT is not only a more motivating, engaging method of learning, but it also indirectly improves their skills with computers. Indicate the strengths and limitations of the text in relation to the unit of work. The pictures of this book are a mixture between photographs of artefacts and drawn pictures of recreated scenes/artefacts. These allow the students to have a deeper understanding of what the text is trying to portray. The paragraphs are concise and packed with facts, which make it highly advantages as it allows the students to grasp the information in minimal text. The main negative with this text is its lack of personal touches. The students might find reading this book disengaging and boring, as they are unable to connect and relate.

Ganeri, Anita. (1999). How Would u Survive as an Ancient Roman (P. Clarke Ed.). London: Franklin Watts.

What is the text about? This text invites the reader to emerge himself or herself into Ancient Rome. The book begins with a timeline showing events of the world, starting in 100 000BC and finishing in 1991. The book then proceeds into a section summarising the basic quick facts about Rome, followed by a map of the Roman Empire. From there the book begins to inform the reader of what their house, city, family, food, clothes, education, careers and travel would look like if they were a Roman. What is the text's relevance to the unit of work? This text aims to provide a fast overview of all the major areas concerned with living in Ancient Rome. This text provides the students with the opportunity to learn about Rome through facts and figures as opposed to fictional texts. How could it be used within the unit of work? This text would mainly be used as a reference book, although it does possess some qualities for enhancing language and literature knowledge. For example the book uses a very specific factional voice that acts to engage readers while retreating facts and figures. When using this book as a reference tool, it will help the students to understand and demonstrate understanding of the historical knowledge and understanding content descriptors. Finally this book should be used as a reference for teaching historical skills such as cause and effect, continuity and change, evidence and significance. Highlight any special features of the text. This book is written, as a fictional text yet it is a non-fiction text. Having the text written in this way enables the students to feel connected, engaged and involved within the text, which will mean that the students are more likely to want to engage with the text. Indicate the strengths and limitations of the text in relation to the unit of work. The main strength of this book is the way it is written. The book provides students with facts in an informative engaging manner. This text uses appropriate vocabulary and language, making it easy to understand and read. The content within this book is of a sensitive nature but the illustrations have helped make this book very age appropriate. Unfortunately though the book doesnt differentiate between life at the start and end of the Rome Empire, which prevents the students from truly understanding how a civilisation evolves over time.