Summary: The Letters Of Sidonius

The Utilization of The Letters of Sidonius in a Secondary Classroom

Ninth grade tackles global history in the world of secondary education. Early in the year students are asked to examine the characteristics of the Paleolithic and Neolithic eras as well as more complex societies and civilizations like Mesopotamia. As the school year surges on, students and teachers happen upon the rise and fall of the Roman Empire in the third unit of the New York State Common Core entitled 9.3 Classical Civilizations: Expansion, Achievement, Decline. Along with its study of the Roman Empire, this unit also dives into Greek and Mayan civilizations. Unit 9.3 harps on the geographical factors that either hindered or encouraged expansion, the systems of beliefs, laws, government and social hierarchy, cultural achievements, as well as the conflicts endured by all three civilizations. With the pace of a high school curriculum and the richness of all of these topics it would be extraordinarily difficult to balance
giving each civilization their due diligence in the unit three time frame.
The letters of Sidonius Apollinarius would serve as a consistent reference tool that can be referred to throughout the entirety of the unit: during the introduction to the Roman Empire, a description of the average Roman Senator’s life, as well as the
changes that are felt after the fall of the Roman Empire to the Gauls. Sidonius Apollonius was born at Lyons in the year 431 A.D. and died in 469 A.D. He was born into a family where becoming a Roman senator was seemingly a hereditary right. Introducing Sidonius to the students as a person first rather than an author is an excellent way to both begin unit 9.3b, (belief systems, systems of law, forms of government, military forces, and social hierarchies), and make Sidonius a relatable figure rather than a dead author. I would begin my lesson with using a drawing of Sidonius as the motivation . I would ask my students who they believe this man is, what they presume his social standing is, and which of the three civilizations previously introduced they think he belongs to? I would be looking for the students to take notice of his attire as well as what he is holding. The presence of the globe gives the viewer the impression he is a learned man, most likely making him a member of the upper class. I would use their answers to Segway into my lesson on Roman Government and societal hierarchy. A majority, if not all, of the students will assume that since Sidonius was a Roman senator, he must have been a member of the Roman Senate. Of course, this was not how Roman Society worked. Opening with Sidonius and his societal standing allows me the opportunity to educate my class on what being a Roman Senator actually meant through the life of an actual figure. Alongside the incorporation of Roman senators to this lesson, for homework, I will ask students to write me a short paragraph about what they think it would be like to be a Roman Senator like Sidonius. Day two of unit three is where I would introduce the letters of Sidonius as a primary source. After collecting their homework, I would ask if anyone wanted to volunteer to share with the class their vision for life in the Roman Empire. Upon hearing some of their answers, I would then pass out a drastically scaled down version of II Book 2, Letter 2. In this letter, Sidonius wrote to this dear friend, Domitius, and asked him to visit his estate in the country. Some of the words would also be changed to make it an easier document to read. This letter gives students an immensely clear description of the aristocratic ambiance that was such a major aspect of Roman life and pride during this century. The reading of this letter also provides the class with an opportunity to learn about Roman architecture that was culturally significant to this civilization. Book 2 Letter 2 would also be considered an excellent first point of comparison to one of Sidonius’ later letters that we will read further into the unit. Under the New York State Common Core, my lesson plan for this day would fall under 9.3c, a period of peace, prosperity, and cultural achievements can be designated as a Golden Age. Book VII Letters 1 and 6 of Sidonius’ personal collection serve as invaluable supplemental primary sources to classroom discussion about the fall of the Roman Empire. They are powerful resources that can be used to counteract the preconceived notion countless students will have about the fall of the Roman Empire as being one deliberate event. I can use dramatically shortened versions of these two letters as evidence that the fall of Rome, although given the infamous date of 472 A.D., was a gradual occurrence. To conclude the lesson, I would ask my students to write on a Post-It note difference that we discussed between the first and last Sidonius letters. These letters can be studied in accordance with section 9.3d of the Common Core which looks at political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions that led to the decline and fall of Classical empires. The completion of unit 9.3d would signifies the closing of the unit and the inevitability of an examination about the rise and fall of the three infamous early civilizations: Greek, Roman, and Mayan. The Common Core pushes for students to be able to analyze documents and pictures. With this being said, I could incorporate Sidonius’ letters into the unit exam several different ways. One option would be to include one or two sentences from one of the letters and asking students to analyze its meaning. The multiple choice questions on the exam that follow the passage would prompt students to select the answer that best represents the its meaning. As my Data-Based Question, or DBQ, for Rome I would provide students with two short excerpts from the early and late Sidonius letters. Students are then asked to use evidence from the letters, lecture notes, and the textbook to argue what changes occurred in Rome from its peak of civilization to the Empire’s collapse. There are numerous outcomes I would be seeking through utilizing a source like Sidonius’ letters in the classroom. The first major upside to a primary document like this is the level of personality it adds to the lesson. Students, especially at the age of fifteen, have a tendency to feel far removed from history. I could simply teach them about life in Rome through textbook readings; however, Sidonius’ letters may bring history to life for the students more than simply reading facts would. Following Sidonius throughout the unit also gives students the opportunity to follow a prominent Roman figure through history. Students can visualize the opulence of his country home, hear the description of the Gaul invasion, and vividly experience the changes that a Roman citizen like Sidonius Apollinarius would have lived through. Using these letters is also strongly in line with the values of the common core. Analysis and writing are two primary components that administrators and district officials value. A primary source like this affords students the opportunity to analyze the experience of a historical figure and then articulate these findings in their writing. Students are fostering both their analytical and writing skills in using this primary source, making it an excellent resource for this unit on civilizations. In 472 A.D. Sidonius was just a man; in 2015 my students are just people. This is a vital connection that so many students forget. History is just a fancy word to describe the present tense of a past tense individual. Sidonius’ life and letters are excellent tools to help form the connection between events they’ve seen in movies or read in textbooks and real, live people who had jobs, homes, and hobbies. In addition to fostering this heightened understanding of the past, the usage of these letters would ideally assist in fostering writing and analytical skills. These skills will ultimately aide students in achieving passing exam scores on standardized tests.