Source Sets / World History
Why did the Western Roman Empire fall?
Roman and outside observers, from a 4th-century historian to witnesses of Attila's court and the sack of Rome, offer competing explanations: economic strain, internal decline, outside pressure, or something else.
Teach it
✓ Lesson readyA ready-to-run lesson for this set: Cause Sort: Why Did the Western Empire Fall?. Slides include a hook, one slide per source, directions, a take-a-stand vote, an exit ticket, and a teacher script in the speaker notes.
1. Hook: what would you do? 3-5 min
It is the 440s CE. You are a Greek merchant living near the Danube. Roman taxes are heavy, courts are slow, and powerful people seem to escape the law. Attila’s Huns have captured your town, and you could stay among them.
Options: (1) Stay with the Huns and start a new life · (2) Try to return to the Roman Empire · (3) Pay whatever it takes to stay safe wherever you are
Then read: But the condition of the subjects in time of peace is far more grievous than the evils of war, for the exaction of the taxes is very severe, and unprincipled men inflict injuries on others, because the laws are practically not valid against all classes.
A Greek merchant living among the Huns, as recorded by the Roman envoy Priscus (c. 448 CE)
2. Main activity: Cause Sort: Why Did the Western Empire Fall?
Grouping: Groups of 3 or 4
Setup: Each group sorts the six cards under four labels: Economic strain, Decline inside Rome, Outside pressure, and Weak leaders and divided loyalties. A card may fit more than one label, but the group must choose its best fit and explain why.
Materials (printables are in the Lesson Plan Doc)
- One set of 6 evidence cards per group (printable pages in the Lesson Plan Doc)
- Four category labels: Economic strain, Decline inside Rome, Outside pressure, Weak leaders and divided loyalties
- Exit ticket slips
- Set the categories 5 min
Post the four labels. Model one card together (Constantine’s law on tenants) and discuss whether it shows economic strain or decline inside Rome. - Sort the cards 15 min
Groups place the six cards under the labels. Every placement needs a reason written on the card. Groups also mark how many years after the events each writer lived. - Rank the causes 10 min
Groups stack the labels from most to least important and defend the top cause to another group. - Take a stand 8 min
Use the four-corners slide. - Exit ticket 5 min
Students answer on a slip before leaving.
Take a stand: What did the most to bring down the Western Roman Empire?
- A. Economic strain and heavy taxes (Constantine’s law, the merchant’s complaint to Priscus)
- B. Decline inside Rome (Ammianus Marcellinus)
- C. Pressure from outside peoples (Jerome, Procopius on Alaric)
- D. Weak leaders and divided loyalties (Procopius on Honorius and Bonifacius)
3. Pacing options
15-minute bell-ringer
- 3 min Hook: the merchant among the Huns
- 8 min Pairs sort three cards only: Constantine’s law, Jerome, and Procopius on Honorius
- 4 min Exit ticket question 1
Full 50-minute lesson
- 5 min Hook: scenario and the merchant’s complaint
- 5 min Model one card
- 15 min Group card sort
- 10 min Rank the causes
- 8 min Four corners
- 5 min Exit ticket
- 2 min Buffer
4. Exit ticket
- Which ONE card is the strongest evidence for your corner? Explain in two sentences.
- Procopius wrote about 140 years after Alaric sacked Rome. Does that make his account more or less useful? Why?
5. Differentiation
Support
- This set has no Adapted Docs yet; read key passages aloud or chunk them for struggling readers.
- Read each card aloud in groups before sorting.
- Give struggling readers the guiding question on the back of each card.
- Sentence frame: “This source shows ___ because it says ___.”
Extension
- The Eastern Roman Empire lasted almost a thousand years longer. Using the cards, suggest one reason why.
- Jerome blames a “half-barbarian traitor.” Research who he meant (the general Stilicho) and decide whether the blame was fair.
Suggested sequence
- Diocletian (284-305 CE) and Constantine (308-337 CE): Efforts to Stabilize the EconomyDocument · Fordham University · World: Ancient (to 500 CE) · Grades 6-8, 9-12 · ⏱ 10 minTranslated primary source: Diocletian (284-305 CE) and Constantine (308-337 CE): Efforts to Stabilize the Economy.Ask: What questions would you want to ask the author?Open with this source to frame the question.
- Ammianus Marcellinus (c.330-395 CE): History, XIV.16: The Luxury of the Rich in Rome, c. 400 CEDocument · Fordham University · World: Ancient (to 500 CE) · Grades 6-8, 9-12 · ⏱ 15 minTranslated primary source: Ammianus Marcellinus (c.330-395 CE): History, XIV.16: The Luxury of the Rich in Rome, c. 400 CE.Ask: How reliable is this source, and how could we check it?
- St. Jerome (c.340-420): The Fate of Rome, from Letter to Agenuchia 409 CE, lamenting the VisigothsLetter · Fordham University · World: Ancient (to 500 CE) · Grades 6-8, 9-12 · ⏱ 10 minTranslated primary source: St. Jerome (c.340-420): The Fate of Rome, from Letter to Agenuchia 409 CE, lamenting the Visigoths.Ask: What can this source tell us about life in its time and place?
- Procopius of Caesarea (c.500-after 562 CE): Alaric's Sack of Rome, 410 CE, History of the WarsDocument · Fordham University · World: Ancient (to 500 CE) · Grades 6-8, 9-12 · ⏱ 15 minTranslated primary source: Procopius of Caesarea (c.500-after 562 CE): Alaric's Sack of Rome, 410 CE, History of the Wars.Ask: How does the author explain the causes and outcome of the conflict?
- Priscus: On the Palace of Attila the Hun, 448Document · Fordham University · World: Ancient (to 500 CE) · Grades 9-12 · ⏱ 20 minTranslated primary source: Priscus: On the Palace of Attila the Hun, 448, trans J.B. Bury.Ask: What can this source tell us about life in its time and place?
- Procopius of Caesarea (c.500-after 562 CE): Gaiseric & The Vandal Conquest of North Africa, 406 - 477 CEDocument · Fordham University · World: Ancient (to 500 CE) · Grades 9-12 · ⏱ 30+ minTranslated primary source: Procopius of Caesarea (c.500-after 562 CE): Gaiseric & The Vandal Conquest of North Africa, 406 - 477 CE, History of…. The Wars , Book III, chapters iii-vii.Ask: How does the author explain the causes and outcome of the conflict?Close with this source before writing.
Quick check
Five questions built only from this set’s sources: four multiple choice and one short answer. Print it or assign it in Google Classroom. The answer key gives the source line for every answer.
Preview the questions
- Which source in this set contains this passage? “And as to the long time spent on lawsuits, that is due to concern for justice, that judges may not fail in passing correct judgments…”
- What did St. Jerome say Rome was doing in 409 CE?
- Which source in this set contains this passage? “…their ancestors, who won greatness for Rome, were not eminent in riches; but through many a direful war overpowered their foes by valor…”
- What did the edict of Constantine allow to be done to tenant farmers who planned to flee?
- Short answer: Choose two sources from this set. Using a specific detail from each, explain how they help answer the set’s question: “Why did the Western Roman Empire fall?” Write 3 to 5 sentences.
Culminating writing prompt
Using evidence from at least three sources in this set, write an argument that answers the question: “Why did the Western Roman Empire fall?” Cite each source by title, explain how its author, audience, and purpose affect its reliability, and respond to at least one counterargument.
Printable writing sheet (make a copy)
Build a DBQDBQ packet (make a copy)
Students can plan with the Claim-Evidence-Reasoning organizer.