Download Lesson Plan- “Time, Continuity and Change” Theme

Lesson Plan- “Time, Continuity and Change” Theme
Teacher’s name: Daniel Vaught
Date: 11/17/06
Subject: World History
Grade Level: 9th-10th Grade
Topic: Roman Republic and Spartacus
Essential Questions:
How was daily life different for the various social classes of the Roman Republic?
How did plebian disenchantment contribute to civil war and Spartacus’ rebellion in the Roman
Republic?
Why was the Roman military so dominating?
General Objective[s]:
NCSS II: Social studies programs should include experiences that provide for the study of the
ways beings view themselves in and over time, so that the learner can:
b. apply key concepts such as time, chronology, causality, change, conflict, and
complexity to explain, analyze and show connections among patterns of historical change
and continuity;
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;
WHI.6
The student will demonstrate knowledge of ancient Rome from about 700 B.C. to
500 A.D. in terms of its impact on Western civilization by
a) explaining the social structure and role of slavery, significance of citizenship, and
the development of democratic features in the government of the Roman Republic;
b) sequencing events leading to Roman military domination of the Mediterranean
basin and Western Europe and the spread of Roman culture in these areas;
c) assessing the impact of military conquests on the army, economy, and social
structure of Rome;
Learning Outcomes:
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The SWBAT fill out a note-taking guide correlating to a Power Point lecture about Roman
daily life, class differences, slavery, the military and civil wars.
The SWBAT identify key figures and daily life of Roman history by participating in a ROLE
activity in small groups.
The SWBAT understand military advantages by observing a demonstration with props by the
teacher.
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The SWBAT complete a small oral quiz that correlates to a short 5 min. video about
“ESPN’s Halftime Report of the Battle of Silarus.”
Assessment: Methods of Evaluating Student Progress/Performance:
- The teacher will check that students have completed their note-taking guides by
walking around the room and asking questions of the students. (Informal)
- The teacher will check off for students participating in the ROLE activities by
walking around the room and having students present their ROLE documents.
(Informal)
- The teacher will informally assess students by quizzing them at the end of the video
clip. (Formal)
- The teacher will collect exit passes and evaluate them to ensure that students have
reached the lesson’s objectives. (Formal)
Content Outline:
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Roman Daily Life and Class Division
o In early Republic, Romans divided into two classes:
 Patrician- powerful landowners who controlled gov’t
 Usually had both a city and country home
 More recreation
o Attended huge banquents
 Plebian- most of the population, mainly farmers and workers
 Had few rights
o Could not hold public office
o Only patricians served as judges in courts
 Lived in crowded multi-storied apartment houses
 Food was scarce
 Over time, plebeians increased their power
 Right to join army
 Hold some offices
 Form own assembly
 Elect “tribunes”
 Some plebians even join patricians to become nobility
 Conquered peoples often became part of the lowest class: Slaves
 Several million slaves estimated by 1st century B.
 C.E.
 Slaves could lead good or bad lives
o Usually good slave treatment in homes
o Usually bad slave treatment in mines
o Freed slaves often became citizens
o some slaves were forced to become gladiators
 Family at heart of Roman civilization
 Father held most prominent position
o Made all important decisions
-
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o Controlled family property
o Conducted religious ceremonies
 Women had some power
o Managed household
o Bought food
o Entertained guests
 Education usually took place at home
o Boys learned duties of citizenship from father
o Girls learned household duties from mother
o Some rich families could afford outside education
 Usually reserved for boys
Civil War and Spartacus
o Rome starts conflicting with surrounding Italian allies
 Italian allies had fought in Roman armies and demanded right to hold
offices and have citizenship
 Roman Senate denies the demands
o Social War
 In 91 B.C.E., the Italians rebel
 One of the bloodiest wars in Roman history
o Italians know how to fight Romans
 After years of fighting, Romans win
 Yet, citizenship is still granted to Italians
o Spartacus Rebellion
 In 73 B.C.E., a slave/gladiator named Spartacus leads a revolt against
Rome
 In less than two years, Spartacus had gained over 70,000 followers,
mostly slaves and gladiators
 In 71 B.C.E., Spartacus trapped after being betrayed by pirates
 Romans defeat Spartacus and crucify him and 6000 rebels on Roman
highways
Roman Military Might
o Military an important institute in Rome
 Every adult male citizen who owned land was required to serve in army
 Served for 16-20 years
o Structure
 Legions
 4500-6000 soldiers called legionnaires.
 Auxilia
 Legions composed of non-citizens
 Promised Roman citizenship after end of enlistment
 Gaius Marius creates an army of volunteers
 Rewarded with conquered money, lands and war loot
 Armies became more loyal to generals than the gov’t
Student and Teacher Activities with Estimated Time Blocks:
-Set Induction/Hook: The class begins when the students sit down and the bell rings. The teacher
will turn out the lights slightly (not so dark that the students cannot read or write on their desks)
and turn the overhead projector on to a Power Point presentation that features a picture of a
silhouetted figure on a cross. The teacher will ask the students to study the picture for a second
and guess what the picture is of and what the topic of the day might be. After the students have
either correctly or incorrectly guessed, the teacher will click to a second picture where the figure
is not darkened. The teacher will tell the students that they should not be surprised it is not Jesus.
Jesus was not the first figure to be crucified. In fact, he wasn’t the second or third either. He was
probably the thousandth or so. The teacher will then click to one more pic- this of rows of
crucified men on a road (picture from the movie Spartacus). After the class absorbs the picture,
the teacher will say this is a pic of Spartacus and his followers. This, along with Roman daily
life, slavery and war, is what were studying about today. The teacher will ask if students have
questions before moving on. (5 mins)
- The teacher will then pass out the note-taking guides to all the students while briefly
reviewing the previous day’s lesson. The teacher will not need to instruct the students about how
to use the note-taking guide since they are very familiar with it from previous day’s lessons.
Then the teacher will begin the Power Point lecture with the slides titled “Roman Daily Life and
Class Division.” During the lecture, the teacher will frequently (every other minute) ask students
recall questions or tell a story. The teacher will also move around the room during the lecture.
(5-7 mins)
- After the lecture, the teacher turns on the light and turns off the projector and asks
students to form in pre-determined groups of 3. As the students move their desks in group
circles, the teacher will pass out the ROLE stories to each student. The teacher will ask the
groups to silently read the story. After the students have read the story, they are to discuss the
story amongst each other. Once, 5-10 mins. has passed, the teacher will ask a lead for each group
to pick out a red, green, blue and yellow piece of paper from the instructor’s hand. The teacher
will then ask the students to flip their stories over to reveal the instructions for the ROLE
activity. The teacher will then have the students work on the activity with their groups, while
walking around helping, suggesting and checking for understanding. After about 15 mins., the
teacher will ask a spokesman to stand up for each group to present their ROLE document. After
each group has presented, the teacher will briefly discuss the activity and whether the students
learned from it. (25-30 mins.)
- The teacher will then ask the students to return to their desks and take back out their
note-taking guides. The teacher will then turn on the Power Point presentation and lecture the
slides, titled “Civil War and Spartacus.” Again, the teacher will walk around the class and ask
questions throughout. (5-7 mins.)
- The teacher will then turn on the movie clip “ESPN’s Halftime Report of the Battle of
Silarus.” As the students watch, they will be instructed to pay attention because they will be
orally quizzed about the clip at the end of the movie. After the clip has been shown, the teacher
will ask students to volunteer in answering the instructor’s questions. Questions such as “why are
the romans winning?” and “what choices does Spartacus have?” will be asked. (5-10 mins)
- The teacher will then return to the Power Point and lecture “Roman military might,”
having students fill out the note-taking guide along with the lecture. (5 mins)
- The teacher will then turn on the lights and ask for a volunteer to come up to the class.
When the student comes up, the teacher will hand the student the small circular cardboard
“shield” and ask the student to hold up the shield in a defense position. Then the teacher will
grab the large rectangular “shield” and explain the differences of how the larger, Roman shield
has a better defense. The teacher will then demonstrate the differences by poking the student
with the meter stick and having the student trying to poke the teacher. The teacher will then
repeat a similar demonstration with the meter stick- a “long sword” and a smaller Roman “short
sword.” (10-15 mins)
- Closure: The teacher will then ask the students to quickly tear out a piece of paper and write
out an exit pass to turn in as they leave the class. They have to answer two questions. One is:
“why were there class divisions in the Roman Republic?” The second is “what military
advantages did Rome have over other enemies?” As the class bell rings, the students turn in their
exit passes for check grading. (5 mins.)
Materials Needed for the Lesson:
Power Point presentation
Note-taking guide correlating to lecture
24 handouts of short story of Roman slave (ROLE story)
8 sets of four different colored small pieces of construction paper (8 pieces of red, 8 blue, 8 green
and 8 yellow)
a piece of cardboard cut into a 3 ft. diameter circle.
a piece of cardboard cut into a 5 ft x 3 ft. rectangle.
A meter stick
A cardboard “short sword” prop
Video clip of “ESPN’s Halftime Report of the Battle of Silarus”
Differentiation:
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For ESL students, I will have visual imagery on the PowerPoint to reinforce the text. I
will also have the ESL students grouped together. If the students speak Spanish, the
teacher will personally speak with the students and/or write the instructions in
Spanish. A script for the video can also be passed out. (teacher is bilingual)
For struggling and advanced learners, I will group them together and offer more
easier or challenging ROLE stories and instructions.
For Behavior management problem students, I will allow no class discussion during
the PowerPoint (and corresponding lecture) unless the class is instructed to do so.
Reading will also be silent and the teacher will walk around the room to check
behavior.
Subject Matter Integration/Extension:
This lesson would be taught within the unit of Ancient Greece and Rome. It would be
taught immediately following a lesson about the geography and early history of Rome (pre-1st
century B.C.E.). In this lesson students learn that life in Rome was very different depending
which social class you belonged to. Often, this led to conflict and in the 1st century B.C.E. this
led to civil wars and a slave rebellion. The Roman military was thus able to establish its
dominance in this period. After this lesson, students are set up for following lessons about how
the government changed from a republic to an empire with an autocratic emperor who usually
gained the throne through military. This, in turn, will lead to the lessons at the end of the unit
discussing corruption in Rome, the military’s weakening, and the general downfall of Rome and
Hellenic society.
Reflections on Lesson Plan:
Resources:
Holt, Rinehart and Winston. (2003). Holt world history. Austin, TX: Harcourt Education
Company.