This document outlines a learning unit on integration and exclusion in classical Athens and Rome, and how those concepts apply to modern Europe. The unit is intended to last 10 hours and teach students about how Athens excluded foreign residents called metics, while Rome gradually allowed representatives from its provinces into the senate. Students will read texts on these topics, fill out worksheets, discuss and debate the issues in groups, and write a short essay comparing the approaches of Athens and Rome to how Europe handles migrants today. Upon completing the unit, students will have demonstrated knowledge of integration and exclusion in the ancient and modern worlds using English.

1. Comenius Project “A History to Share”
(2009 - 2011)
Integration and exclusion in the classical world and today
(CLIL Learning Unit – 10 hours)
Preliminary remarks
Due to differences amongst the school systems of our countries and also amongst the various
kind of schools it is not possible to indicate precise classes as target, for the same reason what
follows is to be seen as rough indication to be adapted to concrete situations.
The indications of time are referred to school activities, of course some activities must be
completed at home.
Aim: The aims of this learning unit are:
• to acquire knowledge and understanding of the different attitude of Athens and Rome
with respect to integration and exclusion of other peoples;
• to analize the problem in the contemporary Europe;
• to improve competences in english.
Learning outcomes: Upon completion of this learning unit, students will be able to:
• Demonstrate knowledge and understanding of the problem of integration and
exclusion in the classical world, using the English language.
• Argue their own point of view on the problem of integration and exclusion in the
contemporary Europe, using the English language.
Topics: History, Citizenship, Social Studies, English as Foreign Language, Greek and Latin
Literature (in case of Secondary School Focusing on Humanities).
1. Athens: citizens vs metics (3 hours)
a) With the help of english teacher students read the text “Athens Excluded
Metics” http://www.docshare.com/doc/13259/Athens-Excluded-Metics (1
hour)
b) Students fill the worksheet on Athens (30')
c) Guided by the teacher, students discuss whether the exclusion of metics in
Athens was a factor of strenght or weakness (1 hour)
d) Students write a short summary of the discussion (30')
2. Rome: may the provincial become senators? (4 hours)
a) Students learn the meaning of key words:
Senate http://en.wikipedia.org/wiki/Roman_Senate ,
Province http://en.wikipedia.org/wiki/Roman_province (1 hour)
b) The teacher presents the problem: some people from province “Gallia Comata”
ask to become senator; senators do not agree, but Emperor Claudius support
the proposal (http://www.sacred-texts.com/cla/tac/a11020.htm chps 23 &24 )
(30')
c) Guided by the teacher, students discuss what is better for the Roman Empire (1
hour)
d) With the help of english (or latin) teacher, students read the text of Tacitus in
english translation (or the original latin) (1 hour)
e) Students fill the worksheet on Rome (30')

2. 3. Which way for Europe today with migrants: Rome or Athens? (3 hours)
a) Guided by the teacher, students search informations on the migrants in Europe
today and the attitudes of Governments and political parties e.g. in
http://www.bbc.co.uk/ and http://uk.reuters.com/ (1 hour)
b) Students use the informations to write a short essay (no more than 4
paragraphs) “Which way for Europe today with migrants: Rome or Athens?” (2
hours).
Gavirate – Wroclaw – Usak, 15/7/2011

3. ATHENS WORKSHEET
DUTIES RIGHTS
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4. ROME WORKSHEET
May the provincials become senators?
Why yes? Why not?
Your opinion: