{"CACHEDAT":"2026-06-05 18:41:01","SLUG":"seljamae-dagmar-aHymaElN3d","MARKDOWN":"# Lesson title: Migration Period \n\n## Lesson sequence title: Problems with immigration\n\nLesson no. !!x!! / !!n!!\n\n### SSI: Should European countries accept immigrants in the world struggling with resource scarcity?\n\n# Subject: History\n\n## Subject-specific learning goals / competences / curriculum content\n\nFinds, generalises, interprets, uses and critically evaluates historical information; uses key historical concepts in the correct context and distinguishes between historical fact, interpretation and opinion; understands cause and consequence, similarity and difference, and continuity, and evaluates the reliability of sources when analysing historical events, processes and environments; critically evaluates the reliability of sources and the content of information. \n\n## Learner age range: 16\n\n## Year of subject learning: 10th grade \n\n# Lesson context before / after HOW activity\n\n**Before:** explaining the late Roman empire - economic and political context. \n\nWorking with the text:\n\n**1.      Examining the source**\n\n·       Read the source carefully.\n\n·       Underline or highlight words and expressions describing the Goths in one colour.\n\n·       Underline or highlight words and expressions describing Roman officials or the Roman empire in another colour.\n\n2\\.      Based on the highlighted expressions, **explain how __the Goths__ are portrayed** in the source.\n\n·       Use examples from the text\n\n·       Explain what kind of impressioon these descriptions create.\n\n3\\.      Based on the highlighted expressions, **explain how __the Roman officials__ are portrayed** in the source.\n\n·       Use examples from the text\n\n·       Explain what kind of impressioon these descriptions create.\n\n**HOW activity**\n\n**After:** putting the effects of the Migration Period into the political context in the Late Roman empire\n\n# HOW Activity\n\n## Duration in minutes: 20\n\n## MSL Domain: **Be wise & think twice**\n\n### Learning goal: **Identify the purpose and motives behind the** [**information item**](https://scilmi.onlum.ch/demo-router.cfm?outline=information-sources-information-environments-4vXACS9AdV&lang=en&sort=relevance&q=materials#scilmi-information-item \"Information, Sources & Information Environments\")\n\n### HOW: Identify the SSI-question the information item addresses; identify the viewpoint, whether it is a binary or qualified; identify which perspectives are represented and absent. \n\n## HOW activity instruction\n\n> Rumours spread among the Gothic tribes that a previously unknown people had descended from the high mountains like a snowstorm, destroying everything in their path. Because of famine and hardship, a large part of the Goths abandoned Athanaric and began searching for a new homeland that would be protected from the barbarians. After long deliberation, they decided to turn toward Thrace, since the land was fertile and the Danube offered protection.\n>\n> Under the leadership of Alavivus, the Goths gathered on the banks of the Danube and sent envoys to Emperor Valens, humbly asking for permission to settle within Roman territory. They promised to live peacefully and to provide military assistance if needed. In the Roman court, this was seen more as a cause for joy than for fear, since people hoped to gain new soldiers and greater tax revenues. At the same time, however, alarming rumours spread about a great multitude of barbarians wandering around the Danube together with their families.\n>\n> The Goths were granted permission to cross the Danube and settle in Thrace. They were ferried across the river day and night in ships, rafts, and hollowed-out tree trunks. Some drowned in the strong current. Roman officials, however, failed to control or properly supply the arriving masses. The Goths were left in conditions of hunger, and Roman commanders exploited their suffering through shameful trading practices.\n>\n> Tensions increased near Marcianople, where the Goths were not allowed to enter the city to obtain food. After insults and violent clashes, open rebellion broke out. The Goths killed Roman soldiers and armed themselves with the equipment of the fallen. Fritigern managed to escape together with his companions and began gathering military forces.\n>\n> War then spread across Thrace. The Goths plundered villages, burned houses, and killed people regardless of age or sex. At the same time, more and more people joined them — including those who had previously been mistreated by the Romans or sold into slavery. In Ammianus' account, what had begun as a migration eventually turned into a catastrophe threatening the entire Roman world.\n>\n> Translated by ChatGPT\n\n1\\.      **Analyse** **how** Ammianus uses language and descriptions to **influence the readers' view** of the Goths and the Roman empire. Please answer in full sentences. \n\nIn your answer, consider:\n\n·       emotional or dramatic languare;\n\n·       comparisons and metaphors;\n\n·       descriptions of danger, fear or disorder;\n\n·       descriptions of Roman leadership and decision-making.\n\n2\\.      **Evaluate** **how reliable** or one-sided the account may be. Please answer in full sentences. \n\nIn your answer, consider:\n\n·       whose viewpoints are included or missing;\n\n·       whether emotional or dramatic language affects reliability;\n\n·       whether the source seems intended to inform, persuade or warn;\n\n·       what limitations this source may have for understanding the Goths and the Roman empire.\n\n### Suggested social form\n\nIndividual work, followed by class discussion\n\n### Required infrastructure\n\nPrinter to print out the worksheets\n\n##","HTML":"

Lesson title: Migration Period

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Lesson sequence title: Problems with immigration

\n

Lesson no. !!x!! / !!n!!

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SSI: Should European countries accept immigrants in the world struggling with resource scarcity?

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Subject: History

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Subject-specific learning goals / competences / curriculum content

\n

Finds, generalises, interprets, uses and critically evaluates historical information; uses key historical concepts in the correct context and distinguishes between historical fact, interpretation and opinion; understands cause and consequence, similarity and difference, and continuity, and evaluates the reliability of sources when analysing historical events, processes and environments; critically evaluates the reliability of sources and the content of information.

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Learner age range: 16

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Year of subject learning: 10th grade

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Lesson context before / after HOW activity

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Before: explaining the late Roman empire - economic and political context.

\n

Working with the text:

\n

1.      Examining the source

\n

·       Read the source carefully.

\n

·       Underline or highlight words and expressions describing the Goths in one colour.

\n

·       Underline or highlight words and expressions describing Roman officials or the Roman empire in another colour.

\n

2\\.      Based on the highlighted expressions, explain how the Goths are portrayed in the source.

\n

·       Use examples from the text

\n

·       Explain what kind of impressioon these descriptions create.

\n

3\\.      Based on the highlighted expressions, explain how the Roman officials are portrayed in the source.

\n

·       Use examples from the text

\n

·       Explain what kind of impressioon these descriptions create.

\n

HOW activity

\n

After: putting the effects of the Migration Period into the political context in the Late Roman empire

\n

HOW Activity

\n

Duration in minutes: 20

\n

MSL Domain: Be wise & think twice

\n

Learning goal: Identify the purpose and motives behind the information item

\n

HOW: Identify the SSI-question the information item addresses; identify the viewpoint, whether it is a binary or qualified; identify which perspectives are represented and absent.

\n

HOW activity instruction

\n

Rumours spread among the Gothic tribes that a previously unknown people had descended from the high mountains like a snowstorm, destroying everything in their path. Because of famine and hardship, a large part of the Goths abandoned Athanaric and began searching for a new homeland that would be protected from the barbarians. After long deliberation, they decided to turn toward Thrace, since the land was fertile and the Danube offered protection.<br><br>Under the leadership of Alavivus, the Goths gathered on the banks of the Danube and sent envoys to Emperor Valens, humbly asking for permission to settle within Roman territory. They promised to live peacefully and to provide military assistance if needed. In the Roman court, this was seen more as a cause for joy than for fear, since people hoped to gain new soldiers and greater tax revenues. At the same time, however, alarming rumours spread about a great multitude of barbarians wandering around the Danube together with their families.<br><br>The Goths were granted permission to cross the Danube and settle in Thrace. They were ferried across the river day and night in ships, rafts, and hollowed-out tree trunks. Some drowned in the strong current. Roman officials, however, failed to control or properly supply the arriving masses. The Goths were left in conditions of hunger, and Roman commanders exploited their suffering through shameful trading practices.<br><br>Tensions increased near Marcianople, where the Goths were not allowed to enter the city to obtain food. After insults and violent clashes, open rebellion broke out. The Goths killed Roman soldiers and armed themselves with the equipment of the fallen. Fritigern managed to escape together with his companions and began gathering military forces.<br><br>War then spread across Thrace. The Goths plundered villages, burned houses, and killed people regardless of age or sex. At the same time, more and more people joined them — including those who had previously been mistreated by the Romans or sold into slavery. In Ammianus' account, what had begun as a migration eventually turned into a catastrophe threatening the entire Roman world.<br><br>https://penelope.uchicago.edu/Thayer/L/Roman/Texts/Ammian/31\*.html Translated by ChatGPT

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1\\.      Analyse how Ammianus uses language and descriptions to influence the readers' view of the Goths and the Roman empire. Please answer in full sentences.

\n

In your answer, consider:

\n

·       emotional or dramatic languare;

\n

·       comparisons and metaphors;

\n

·       descriptions of danger, fear or disorder;

\n

·       descriptions of Roman leadership and decision-making.

\n

2\\.      Evaluate how reliable or one-sided the account may be. Please answer in full sentences.

\n

In your answer, consider:

\n

·       whose viewpoints are included or missing;

\n

·       whether emotional or dramatic language affects reliability;

\n

·       whether the source seems intended to inform, persuade or warn;

\n

·       what limitations this source may have for understanding the Goths and the Roman empire.

\n

Suggested social form

\n

Individual work, followed by class discussion

\n

Required infrastructure

\n

Printer to print out the worksheets

","UPDATEDAT":"2026-05-15T07:43:23.986Z","ID":"1d9df48f-bcbc-4468-8efd-056c5da1f9de","TITLE":"Seljamäe, Dagmar"}