Glastonbury Foreign Language Program
Curricular Unit: Invasion of Eastern Philosophy (Latin
Grade: 11
Subject/Topic Area(s): Religions from the East
Key Words:

Standards:

Major standards—
Supporting standards—

Brief Summary of Unit (including curricular context and unit goals):

This unit will focus on the four major cults from the eastern Roman empire (i.e. Judaism, Chistianity, Mithraism and the worship of Isis). Students will focus on the differences between these religions and the Roman state religion as well as the impact of these foreighn cults on Roman society.

Number of days for activity:

Materials and resources (including technology and multimedia):

CLC Unit III
A&E video: Christianity, the first 1000 years
From Jesus to Christ video
Masada video
"The Jewish Wars" by Josephus
Pliny's letters to Trajan re: Christians
Perpetua's "Passio"

Identifying Desired Results

•  What essential questions will guide this unit and focus teaching/learning?

What are the major religions from the east with which the Romans came into contact?
How did the Romans react to these new religions?
How did these new religions fit into Roman society?
What appeal did these religions have to the Romans?
Why did these religions have appeal to the Romans?
How were the followers of these religions treated?

•  What enduring understandings are desired?

Student will understand...

1. Students will understand that there were various religions from the East (Asia Minor) which greatly influenced the Romans and their concepts of religion.

2.Students will understand that these religions appealed to various sects of Roman society because of differing economic and social aspects of lives.

3. Students will understand that factors which contributed to the acceptance or lack thereof for each of the cults.

4. Students will understand who the followers of these religions were and how they were treated by other Romans.

•  What key knowledge and skills will students acquire as a result of this unit?

Students will know…

1. Students will know the different cults which came to Rome from the East.

2. Students will know the historical setting in which each religion came to Rome.

3. Students will know the results of the contact between the Romans and the followers of these foreign religions.

4. Students will know the basic ideas and practices of each religion.

Students will be able to…

Students will be able to explain the basic beliefs and practices of each religion. Students will be able to explain the result of the contact with the foreign cults.

Vocabulary:

Grammar:

•  What do they already know that will help them learn new information? Where and when did they learn it?

1. Some students are familiar with Christianity and Judaism as they are practiced today as a result of membership in those religions.

2. Students are familiar wilth the basic principles and practices of the Roman state religion from studies of Latin I and II.

3. Students are familiar with the cult of Isis and how it was accepted by the Romans as well as how it influenced them from their study of Latin II.

Determining acceptable evidence

•  What evidence will show that students understand?

Performance Tasks:
1. Read "Masada" story in CLC Unit III. Answer comprehension questions.
2. Watch the movie "Masada" and answer questions.
3. Read the culture section on Christianity in CLC Unit III Stage 33.
4. Read the story "Tychicus" in Stage 33 and answer questions.
5. Compare the spread of the cults of Mithraism, Christianity and Judaism with the spread of Isis worship.
Quizzes, Tests, Prompts, Work Samples:
Test on Stage 29, which includes the history of the Jewish War and the events of the rebellion at Masada
Test on Stage 33 which includes the history, principles and practices of Mithraism and Christianity
Unprompted Evidence (observations, dialogues):
Classroom Discussions. Participation in discussions/conversations (whole class and group) on cults, seperately and collectively
Student Self-Assessment:

Lessons:

Links to Relevant Web Sites:  

Assessment Blueprint (Performance Tasks)

Task Title:
Approximate Time Frame:
Standards:
Purpose: check those that apply Formative – Summative –
Description of Task:



Evidence of desired understanding:

Criteria of judgment:

Evaluative Tools: check those that apply
Analytic Rubric –
Holistic Rubric –
Criterion (performance) list –
Checklist –

Assessment Blueprint (Other Evidence)

•  What is being assessed?

•  Describe the assessment.  

•  What is the purpose of the assessment?      

•  Criteria of judgment/evaluative tools: