Download The Roman Republic

Lyly Lieu
Day 4
The Roman Republic
Purpose
To continue with our government talk from the day prior, we will move onto the Roman
Republic’s government model. This lesson will introduce the Roman Republic and exemplify
how components of this model are still prevalent in the United States’ modern day
government.
● SOL Social Studies 3.1: The student will explain how the ​contributions of ancient
Greece and Rome have influenced ​the present world​ in terms of architecture,
government (​direct and ​representative democracy​), and sports.
● SOL Math 3.17 The student will:
a) collect and organize data,​ using observations, measurements,​ surveys​, or experiments;
b) construct a line plot, a​ picture graph​, or a bar graph to ​represent the data;​ and
c) read and interpret the data represented in line plots, bar graphs, and ​picture graphs and write a
sentence analyzing the data.
History 3.1​ ​The student will explain how the ​contributions of ancient Greece and
Rome have influenced ​the present world​ in terms of architecture, ​government
(direct ​and representative democracy), and sports.
● Math 3.3​ The student will:
●
a) name and write fractions (including mixed numbers) represented by a model;
b) model fractions (including mixed numbers) and write the fractions’ names; and
c) compare fractions having like and unlike denominators, using words and symbols (>, <, or =).
● Math 3.17 The student will:
a) collect and organize data, using observations, measurements, surveys, or experiments​;
b) construct a line plot, a picture graph, or a ​bar graph to represent the data​; and
c) read and interpret the data ​represented in line plots, ​bar graphs,​ and picture graphs and
write a sentence analyzing the data.
● Technology C/T 3-5.1 Demonstrate an operational knowledge of various
technologies.
a) Use various types of technology devices to perform learning tasks.
b) Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a
computer.
c) Demonstrate the ability to perform a wide variety of basic tasks using technology,
including saving, editing, printing, viewing, and​ graphing.
d) Communicate about technology with appropriate terminology.
e) Use basic technology vocabulary in daily practice.
● Technology C/T 3-5.2 Identify and use available technologies to complete specific
tasks.
a)
b)
c)
d)
e)
f)
Identify the specific uses for various types of technology and digital resources.
Identify the differences among local, network, and Internet resources and tools
Create, edit, and format a document with text and graphics.
Create and present a multimedia presentation.
Create and populate a spreadsheet with data.
Capture and edit a digital image.
g) Demonstrate the ability to choose appropriate resources when completing assignments in
various content areas.
h) Use content-specific tools, software, and simulations to complete projects.
i) Use tools in various content areas as directed by the teacher.
Objective
● Given the three branches of the Roman representative democracy (Consuls, Senate,
and Assembly), the student will be able to list at least one role for each category in a
graphic organizer.
● Given the three branches of the modern United States’ government, the student will be
able to compare and contrast our government’s roles and responsibilities to that of the
Ancient Romans.
​
Procedure
Introduction
● We will begin the lesson by recalling the “election” we did for our Direct Democracy
lesson.
● The students will all stand up and be numbered off into four total groups. Allow each
team to make up a team name (make it short since they will have to type it out).
● The students will meet in their groups. One person will be nominated the delegate of
his or her group. We will discuss what the word ​delegate​ means and I will put our
definitions plus the “official” definition on the whiteboard ​(V).
● “On Friday, we will be having our pizza party for our Olympics Day. However, we still
have to decide as a class what kind of pizza we are going to get.”
● Give the students the two choices of pizza places - Papa John’s or Domino’s.
● “Within your groups, you all will have 5 minutes to come to one decision of what pizza
place you would want for the pizza party.” ​(A)
● Set a timer for five minutes and try to maintain volume as students use this time to
discuss. Use this time to bring up the Kahoot survey on the computer
(​https://play.kahoot.it/#/?quizId=bae6f6dd-856d-493e-8e72-58234cde3cea​) but do not
open the projector quite yet.
● When the five minutes are up, hand out one iPad to each of the delegates.
● Explain that by now a decision has to be made and only the delegate may hold the
iPad. Tell the delegates to turn on the iPads and go to the Kahoot app. Tell the
delegates to select the “Team vs. Team” button and to enter in their team name.
● Open the projector to show the students the code. Give them about 30 seconds to enter
in the six-digit code - it should be displayed on the screen the whole time.
● The timer will allow the delegates two minutes to enter their group’s vote.
● The results of the voting will be shown on the board ​(V).
● As we did with the Direct Democracy lesson, we will write a fraction for each of the
results. Which option won? How did we know that they won?
● We will then breath for a minute ​(K) and return to our seats.
development
● We will begin the lesson by watching a short video on the Roman Republic (link:
https://www.youtube.com/watch?v=eQlwFiE0Lsw​) ​(V) (A).
● The students will be handed out a guided notes page in which we will fill out together
as a class based on the information in the video.
● The students will paste their guided notes into their interactive notebook.
● As the video plays, I will have a large copy of their guided notes written on poster
paper and will fill it out along with the class. This is my strugglers do not feel rushed
as we go through the video.
● Each of these three branches is also represented in the modern day U.S. government
through the roles of: President, Legislative Branch, Judicial branch.
● We will discuss as a class what the roles of the ancient Roman branches are and their
relation to their modern U.S. counterpart. We will fill out a chart written on the
whiteboard.
● The students will write the roles of the ancient Roman branches, and then a similarity
with that of their modern day U.S. branch in their own chart in their interactive
notebook.
Summary
● We will conclude this activity by all going to the carpet.
● On the board, I will have a chart that has a big “+” sign and a big “-” sign. We will
discuss what things we find positive about the Roman Republic, and what things we
may find would be weaknesses of this model. “Would you want to live in this society?”
● How do we see representative democracy in our modern day world? Give them the
example of the presidential election and how the candidate is elected by electoral votes.
● What if we were split into either Patricians or Plebeians?
● As an exit ticket, the students will be given a half sheet of paper. One side will say: “If
I were a Patrician, my life would look like…” and the other side would be: “If I were a
Plebeian, my life would look like…” The students will have to write at least one
sentence for their response. They also have the option of adding a picture along with
their sentence.
Materials
● “​Political Structure of the Roman Republic” video
(​https://www.youtube.com/watch?v=eQlwFiE0Lsw​)
● Guided notes - based on video
● Branches of Roman Republic Chart
Evaluation A
● The students will be informally assessed on their ability to recite (via their notes page
& entries in their interactive notebook) the information learned from the resources we
will view as a class, including key terms and elements that are highlighted.
Evaluation B
1. Are the students able to differentiate between a direct democracy and a representative
democracy?
2. Were the students able to give at least one role of each of the Roman Republic’s
branches of government?
3. Are the students able to list the two social classes of the Roman Republic? Which class
has more voice in society?
4. What similarities can the students pull from the Roman Republic and the United
States’ modern day democracy?