Download Schoenberger_Kristen_VI_Roman Republic and the Constitution

SOCIAL STUDIES
Lesson Plan – MSSE 570
modified by Dr. Cude & Dr. Stern 8/08
Name: Kristen Schoenberger
Subject/Class: World History I
Date: 9/17/08
Original / Revision
Grade Level: 8th
Topic: The Roman Republic/U.S. Constitution
NCSS Strand # VI : Power, Authority, and Governance
a) Examine persistent issues involving the rights, roles, and status of the
individual in relation to the general welfare;
e) Compare different political systems (their ideologies, structure, institutions,
processes, and political cultures) with that of the United States, and identify
representative political leaders from selected historical and contemporary
settings.
Substrands: # X : Civic Ideals & Practices
a) explain the origins and interpret the continuing influence of key ideals of the
democratic republican form of government, such as individual human
dignity, liberty, justice, equality, and the rule of law;
b) identify, analyze, interpret, and evaluate sources and examples of citizens’
rights and responsibilities;
# II : Time, Continuity, & Change
c) identify and describe significant historical periods and patterns of change
within and across cultures, such as the development of ancient cultures and
civilizations, the rise of nation-states, and social, economic, and political
revolutions.
Essential Questions/Big Ideas: This lesson centers on the governmental structure of the Roman
Republic as compared to that of the United States. Big ideas include power and individual rights.
An overarching historical theme is individual rights and liberties versus the general welfare.
General Objective[s]: 2008 Revised VA Standards of Learning
WHI.6 The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500
A.D. (C.E.) in terms of its impact on Western civilization by
c) Explaining the social structure and role of slavery, significance of citizenship, and the
development of democratic features in the government of the Roman Republic.
Learning Outcomes:
Students will understand that…
1. Ancient and modern governments may suspend individual rights and freedoms in response
to a general threat.
2. Many aspects of the United States Constitution can be traced to ancient Rome.
Students will know…
1. Examples of ideal and non-ideal dictators of the Roman Republic.
2. The structure of the United States government as established by the Constitution.
3. Important vocabulary terms such as republic, dictator, separation of powers, patrician, and
plebeian.
4. The branches of government in the Roman Republic.
5. How different societies handle time of crisis and instability.
6. How Roman law first became codified in 450 B.C.E.
7. The purpose of the Twelve Tables and Law of Nations.
Students will be able to …
1. Recognize the main parts of the Roman government system.
2. Distinguish between the two main social classes in the Roman Republic: patricians and
plebeians.
3. Compare and contrast the government of the Roman Republic to the system of government in
the United States today.
4. Use primary sources to justify a course of action.
5. Infer reasons why granting power to a dictator might help solve problems in an emergency
situation.
6. Evaluate the importance of maintaining individual rights versus suspending rights in a time of
crisis.
Students will (Values) …
1. Appreciate the individual rights and liberties guaranteed by the United States Constitution.
2. Connect their beliefs about government to past and present methods of responding to crises
which threaten a nation.
Assessment: Methods of Evaluating Student Progress/Performance:
Formative Assessment:

Teacher will assess the students’ understanding of the content through observation and
circulating around the room during the lesson. Teacher acts as a facilitator during the activity.
Help students while circulating but move on if at least 50% of the students are on track. Should
make a mental note of students that do not understand and find time to clarify information and
provide extra help. In grouping for the activity, place these students with those that understand
the assignment and content material so they can work together.

Also, use questioning to gauge student understanding. Use lower and higher order questions;
build up from lower level questions. If students are not answering, restate the question in a
different way and/or ask a new question to provide scaffolding for the students so that they
reach the proper point.

Use the discussion and results of the anticipation guide and closure (exit card) questions to
assess student understanding for the next class. Split up into groups at the beginning of next
class to go over important information with those struggling if necessary. Answer student
questions either in class or by responding on their papers.
Summative Assessment:

There will be a test which asks students about the features of the Roman Republic at the end of
the ancient Rome unit.
Content Outline:
I. The Roman Republic
A. Formation
1. The Roman Republic began in 509 B.C.E. when the Romans led a rebellion against
their rulers, the Etruscans. The Etruscans had previously conquered the people in
Italy in the 600s B.C.E. The Etruscans adopted cultural characteristics from the
Middle East and Greece and imposed this culture on the Romans. After the Romans
took over power from the Etruscans, wary of the previous Etruscan kings and
wanting to avoid monarchy, they set up a republican form of government (borrowed
from the Greeks in the south).
a. The Roman region was too big for a direct democracy so citizens elected
officials, leading to an indirect democracy.
B. Basic Social Structure
1. Two social classes made up Roman society prior to and during the Roman Republic:
the patricians and the plebeians.
a. The patricians included wealthy landowners. At the start of the Roman
Republic, the patricians were also the ruling class.
b. Plebeians represented the larger class; including less wealthy landowners,
merchants, small farmers, tradespeople, craftsworkers, and debtors.
c. Both groups were citizens in the Roman Republic with the right to vote.
Eventually laws were codified and adapted to allow plebeians access to
important positions as well. In the fourth century B.C.E., plebeians could
become consuls.
C. System of Government (507 B.C.E. – 31 B.C.E.): included separation of powers as well
as systems of checks and balances.
1. Consuls
a. Executive branch.
b. Served one year then serve in Senate for life.
c. Represented the highest Roman officials.
d. Two consuls elected by the assembly each year.
e. Enforced laws.
f. Ensured the Rome ran in an orderly manner.
g. Commander of army in times of conflict/war.
i. In times of great crisis or emergency, the Senate could give total
power to one leader. This “dictator”, as he was called, would rule for
a period not exceeding six months. The dictator ruled by decree.
The Romans followed this guideline for the first 300 years of rule. A
dictator could also execute people without a trial.
ii. If the dictator refused to step down, he would be removed by force.
iii. One of the most famous examples of a dictator stepping in to rule the
Roman Republic during a time of need is the story Lucius Quinctius
Cincinnatus.
1. Under threat of invasion in the fifth century, Cincinnatus
became dictator, receiving instructions from the Senate.
2. He raised an army, defeated the enemy, and proceeded to give
up his powers. Cincinnatus was dictator for a short period of
only fifteen days.
3. This story, now nearly a legend, dictates the virtues and
duties of the ideal Roman citizen.
iv. An opposite example is true for the general-turned-dictator Cornelius
Sulla.
1. In 81 B.C.E. he seized control of Rome. He exiled or killed
many of his opponents and ruled for two years until his death.
2. Praetors
a. In charge of Roman civil law. Later as the territory of the Roman Republic
expanded, praetors also handled cases related to noncitizens.
3. Senate
a. The most powerful governing body with about 300 senators (but continued
to grow larger and larger, becoming unmanageable).
b. Senators (patricians, at least for awhile) elected to the position served for
life.
c. Mainly centered on foreign affairs but also handled tax legislation and
proposed/approved laws (originally they just advised officials but by the 3rd
century B.C.E., its decrees had the force of law), which were usually
accepted by the magistrates.
d. Also the judicial branch. All the members of the Senate represented the
highest court in the land.
e. As the empire expanded, the Senate became more and more powerful.
Eventually rival factions led to competition in the Senate and disorder.
4. Assemblies
a. Centuriate assembly (means 100)
i. Every 100 citizens could send a representative to the assembly.
Included both plebs and patricians but was mostly patrician.
ii. Elected chief officials, including consuls (selected from its members,
thus mostly patricians) and praetors, and passed laws.
b. Council of the plebs (Tribal Assembly)
i. For plebeians only, created as a result of the struggle between the
two classes (tribunes also created, see below).
5. Tribunes
a. Officials put in place in the 5th century B.C.E. to represent and protect
plebeian rights.
b. Held power to veto decisions of the consuls and the Senate.
c. In 287, plebeians could pass laws for all Roman citizens as well.
D. Laws and Constitution
1. Roman Law (General)
a. Designed to protect the lives and rights of Roman citizens. Laws also dealt
with issues such as crime and justice.
b. Twelve Tables
i. Initial law code adopted in 450 B.C.E.
ii. Created when plebeians pushed for law to be written down and thus
more difficult to change.
iii. Basic, a more complex system of civil laws better suited to the large
republic was developed over time.
c. Law of Nations
i. Created to address issues between Romans and non-Romans.
ii. Laws came to be identified as natural laws granted to all humans.
Many of these ideas are still in use today, such as the principle of
innocent until proven guilty and right to appear before a judge.
2. Constitution
a. Originally, no written constitution existed. Law was based on precedents
passed down through the years.
b. Eventually, often at the request of the masses (usually the plebeians), laws
were written down, lasting officially until 31 B.C.
c. Defined who was a citizen
i. Male
ii. At least 21 years of age
iii. Able-bodied
iv. Tax-paying
v. Do NOT have to be born within the Roman republic
1. Extension of Roman citizenship to areas conquered is one
reason for the success of Roman rule and lack of rebellions.
II. United States Government (Overview)
A. Form of Government
1. Federal republic
a. Power is shared between the national and state governments. Government officials
are elected by the people (representatives).
B. Constitution
1. Created by a Constitutional Convention to replace the previous Articles of Confederation in
1787. Ratified by each state.
2. Bill of Rights
a. First ten amendments to the Constitution
b. Guaranteed freedom of religion, press, assembly, speech, and petition as well as
granting the right to bear arms, protection from quartering and unreasonable search
and seizure, as well as granting trial by jury, due process of law, and the protection
of property rights. Many of these rights were seen as natural rights.
3. Created three branches of government (Article I, II, III)
a. Executive branch
i. Included offices of the President, Vice-President, and Cabinet.
ii. Executes laws, vetoes legislation, supervises foreign affairs, President is
Commander-in-chief of army.
b. Legislative branch
i. Creates laws which are approved by the Executive branch.
ii. Two houses
1. Senate
a. Elected by state legislatures
2. House of Representatives
a. Elected directly by the people
c. Judicial branch
i. Approves constitutionality of legislation, interprets Constitution.
ii. Supreme Court, made up of nine justices, represents the highest court in the
land (the Constitution being the “supreme law of the land.”)
(See Bibliography at end for citations)
DEAN CHART
vocab.
D=define
word
republic
A state in which the supreme
power rests in the body of
citizens entitled to vote and
is exercised by
representatives chosen
directly or indirectly by
them.
E=examples





A=attributes
United

States
France

Germany
India
South Korea

Indirect
democracy.
People elect
representativ
es or elect
people to
vote for
them.
Usually the
government
N=non-examples




Monarchy
Autocracy
Direct
democracy such
as in ancient
Greece or early
New England
towns
Hereditary rule
dictator
patricians
http://dictionary.reference.co
m/browse/republic
1. a person exercising
absolute power, esp.
a ruler who has absolute,
unrestricted control in a
government
without hereditary
succession.
2. (in ancient Rome) a person
invested with supreme
authority during a crisis,
the regular magistracy
being subordinated to
him until the crisis was
met.
http://dictionary.reference.co
m/browse/dictator
1. a person of noble
or high rank; aristocrat.







2. a person of very
good background,
education, and refinement. 
3. a member of the
original senatorial
aristocracy in ancient
Rome.
http://dictionary.reference.
com/browse/patrician
plebeians
 Of or relating to the
common people of ancient
Rome: a plebeian
magistrate.
 Of, belonging to, or
characteristic of commoners.
Cincinnatus
Sulla
Word used
to describe
magistrates
appointed
by the
Senate in
ancient
Rome.
Modern:
Joseph
Stalin.
Pinochet.

Wealthy
landowner
in ancient
Rome.
Most
Roman
Senators
and consuls
until one
had to be
plebeian.

















Less
wealthy
landowners
Merchants
Small
farmers
Tradespeople
Craftsworkers
Debtors




centers on
ideas like
liberty and
individual
rights and
freedoms.
Has absolute
power in a
government.
Authoritarian
ruler.
Word is law.
Many
individual
rights
suspended.
Commands
army.
Repression
of political
opponents.




Oligarchy
Communism
Fascism
Anarchy

President in a
republic or
democracy.
Oligarchic
leaders.
Kings in a
constitutional
monarchy.
Rulers or
officials that
share political
power.
Wealthy
Educated
Elite families
Roman
citizens.
Priests (only
patricians
allowed in
the beginning
of the
republic.
Owned
slaves.
Less political
power at the
start of the
republic.
Not allowed
to marry
patricians.
Majority of
society.
Called for
laws to be
written



Plebeians
Non-Romans
Poor



Wealthy
Highly educated
Majority of
government
officials
Privileged
families
Own lots of
land.





http://dictionary.reference.co
m/browse/plebeian

down.
Roman
citizens
Student and Teacher Activities with Estimated Time Blocks: [1.5 hrs or 2 hr block]
1. Hook and Introduction [10 – 15 min.]

Students receive an anticipation guide as they enter the classroom. Students read the
statements and decided whether they agree or disagree, indicating their choice in the
columns to the LEFT of the statement.

Take a class poll of the students’ answers. Make a note of their responses on the board.

Transition into the material by asking students about the guide. Ask students some
prompting/guiding questions if necessary.

Examples of possible questions to ask:
o What does the U.S. Constitution say our rights are as citizens? (Ask the students
about the Bill of Rights if it does not come up – try to get them to come with it.)

Write the rights granted to U.S. citizens by the Constitution on the board
(the class comes up with this).
o How would you feel if someone took some of those rights away?
o Can suspending rights ever be justified?

What about in the event of a major crisis like a terrorist attack?
o Have individual rights and liberties ever been suspended during U.S. History?
In other countries?

Can you think of any examples?

Have you ever heard of the Patriot Act?

Do you think it is good or bad?
o Direct conversation back to the Constitution: Why is the Constitution important?

Try to get the students to think about why these rights are written down.
Ask them what else the Constitution tells us about the government.

On board, review the three branches of government with the students. They should
remember this from civics. Review the ideas of separation of powers and checks and
balances. Have them supply the important information.
o What is our form of government?

If they say a democracy, ask if it is a direct or indirect democracy. Have
them explain the difference.

What is it called when we elect people to represent us in government?
Get to what a republic is [see DEAN chart].
2. PowerPoint [15 min.]: Tell students the ideas of democracy and representative government are
not new. The ancient Romans’ government was also had a republic.

Remind students from last class who the Romans are. Ask how the Roman Republic
began.

Set the time period.

Teacher explains the two major societal classes in the Roman Republic.

Hand out PowerPoint graphic organizer to help students take notes on the parts of
government.
o Do you see a problem that might occur with the way the Senate is set up? What
is wrong with lifetime appointment in this case?

Introduce the laws of the republic and how they came about. Read excerpts from some
laws. Available online.
3. Venn Diagram [15 – 20 min.]

Hand out Venn diagram and copy of the U.S. Constitution (might be located in
students’ textbooks).

Remind students how to use a Venn diagram. Illustrate on the board with a hypothetical
example. Fill in together then have students work on their own.

Have students fill in some of the similarities and differences between the Roman
Republic form of government and the United States form of government set forth in the
Constitution. Include the rights/privileges granted to citizens in each.

Walk around helping students and providing guiding questions. Have student use
graphic organizer from the lecture for help.

When student have had some time to write a few items for each section, have them
“cheat” with a partner. Students will share what they have written with a seatmate and
fill in any big things they missed.

Go over as a class. Have students volunteer to read some of their findings aloud.
4. Handout “Cincinnatus Saves Rome” [10 min.]:

Have students read the story.

Ask students what they think about this story. Do they believe it is true? Explain
how he is the Roman ideal of a dictator.
o On board answer, What is a dictator? Have students give some possible
examples of a dictator or characteristics of dictatorial rule. Provide guiding
questions to assist them in reaching some conclusions, such as:

What do you think of when you hear this term?

What does it mean in this case? Can you tell from the story?

Can you name any dictators in history?

What makes a dictator different from a president or consul?


Is it possible for one person to control the United States?
Explain that Romans often gave total power to one person in times of crisis or
emergency.

Was this decision a good one in this case? Why might it help to have
a strong leader at such a time?

Move on the story of Sulla which provides an example of when this plan did not
work so well.
5. Group Activity [20 min.]: Students move into small groups of four or five. Tell students they
will be playing members of the Congress. They must decide whether or not to make an
amendment to the U.S. Constitution that will give the President total power (even more than he
already gets) in case of a national emergency, as in the Roman Republic.

Provide each group with a directions handout which details their task more
specifically. Teacher moves around the room to facilitate groups.

Meet back as whole class. Take a vote of the decision.

Questions for whole class follow-up:
o How would you be certain that the president would give up this total power
after 12 months?
o Is solving immediate problems more important than maintaining our
democratic traditions?
o How can America solve serious problems without resorting to solutions like
martial law?
o What can be done to make our current government work better?
Lesson activity and follow-up questions from Bill of Rights in Action and City Youth: Ancient History
available online from the Constitutional Rights Foundation (see Bibliography). *** I used the activity
from these two places; they were very much similar. In the activity, I added new points to the
amendment and new questions so students are examining the primary sources. I adapted the rest of the
lesson by using a PowerPoint and short story from a textbook rather than having students read several
pages of information. I added graphic organizers to help students think about the overall structure of
the government and compare/contrast the two governments at a deeper level. This better aids my goals
to have the students compare and contrast forms of government and rights granted to citizens.***
6. Anticipation guide/Closure [10 min.]

Students reread the statements and answer again on the RIGHT.

In the reflection portion of the page, if the student changed any answer, they state what
made them do so. If not, how did the lesson reinforce your ideas?

In addition, students write two things the governments of the Roman Republic and the
United States have in common.

Ask students to write any questions or anything that still confused them to go over next
time.

Students turn in guide before they leave.
Materials Needed for the Lesson:







Copies of United States Constitution (primary source)
“Cincinnatus Saves Rome” handout
Anticipation guide
Group activity directions
Venn diagram organizer
PowerPoint on Roman Republic
PowerPoint graphic organizer OR adjust PowerPoint to create slides with blanks for preproduction English Language Learners
Bibliography/Resources Used:
The American journey: U.S. history 1877 to present. (2003). New York: Glencoe/McGraw-Hill.
Bill of Rights in action. (2002). Retrieved September 17, 2008, from Constitutional Rights Foundation
Web site: http://www.crf-usa.org/lessons.html.
The Birth of Rome. Retrieved September 17, 2008, from Mr. Carlton’s Rome Unit Web site: http://
www.sbceo.k12.ca.us/~vms/carlton/Rome_Reading_1.html. [Illustrated history of Rome]
City youth: ancient history. (2004). Retrieved September 17, 2008, from Constitutional Rights
Foundation Web site: http://www.crf-usa.org/cityyouth.
The Law of the Twelve Tables. (2000). Retrieved September 17, 2008, from Rome Project Dalton
School Web site: http://intranet.dalton.org/groups/rome/.
Spielvogel, J.J. World history: modern times. (2003). New York: Glencoe/McGraw-Hill.
The United States Constitution. Retrieved September 17, 2008, from U.S. Constitution Online Web
site: http://www.usconstitution.net/const.html.
Differentiation:
ELL/struggling
readers
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ADHD
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Gifted
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
Provide PowerPoint notes with blanks in it for the student to fill in
as we go along rather than a graphic organizer (or a graphic
organizer with some already filled in).
Minimal text in PowerPoint, use of images.
Repetition of key vocabulary.
Vocabulary words for the day located on the blackboard.
Students can practice reading lines from the PowerPoint slides.
Give students a highlighter to find important vocabulary in the
readings.
Select the most important sentences for the student to read.
Highlight most relevant sections of the text.
Draw illustrations to illustrate the parts of government in Rome and
the U.S. rather than using a Venn diagram.
Let students look at an illustrated history online.
Have student help pass out materials or write student responses on
the board.
Students can count votes for the anticipation guide and write tally
on the board.
Help rearrange desks during group work.
When partnering or split up in small groups, have a gifted student
work with a struggling learner to help explain content.
Ask students how the amendment process works. Where does it say
in the Constitution? How many votes do we need in the class for
the amendment to pass (assuming one house already passed
it…etc.)?
Ask higher order thinking questions.
Have them help illustrate key ideas to an ELL.
Subject Matter Integration/Extension:
The course for this lesson is World History I. This lesson fits into a unit on the ancient Roman
Empire. This particular lesson represents the second lesson on Rome in which students study the
period of the Roman Republic. The first lesson would have introduced how the Latin people arrived in
Italy and possible the cultural features of the Romans after the defeat of the Etruscans. Further lessons
will focus on Julius Caesar and the Roman emperors as well as religion in the empire.
In the future this lesson could be expanded by having students compare and contrast other
political systems with the Romans’, the United States’, or both. Student could also practice looking
more closely at primary source documents. Throughout the year, one main theme could be the purpose
of government or individual rights versus the general welfare. With this last theme, students could
look more closely at the preamble to the U.S. Constitution as well.
Reflections on Lesson Plan
This lesson meets my teaching goals by combining an aspect of ancient history with current
concerns we still have with government today. Students learn not only about ancient Rome, but about
the purposes of government in general as well as the rights granted in the United States Constitution.
Hopefully, the students will come away with a greater understanding and appreciation for the
Constitution.
This lesson fits in with my philosophy of teaching by allowing the teacher to play the role of
facilitator and coach rather than just continually lecturing. The teacher guides the students in
discussing these issues and allows them to debate the issue themselves and come to their own personal
conclusions. Students are gaining important analytical skills at the same time through lesson activities
and primary source material.