Download Lesson Plan Format * MSSE 570/470/571/471

SOCIAL STUDIES
Lesson Plan Format – MSSE 571
modified by Dr. Cude & Dr. Stern 8/08
Name: Chris Mauthe
Date: October 29th, 2008
Subject/Class: World History I
Grade Level: 9
Original
Topic: Culture and Society in the Roman World
NCSS Strand #IX: Global Connections
c. analyze and evaluate the effects of changing technologies on the global community
f. analyze or formulate policy statements demonstrating an understanding of concerns,
standards, issues, and conflicts related to universal human rights concerns;
Substrands: # VII: Science, Technology, and Society
b. make judgments about how science and technology have transformed the physical
world and human society and our understanding of time, space, place, and humanenvironment interactions;
Essential Questions/Big Ideas:
Concerning culture and society, what was the impact of the Pax Romana on the Roman Empire?
How have technological innovations that transformed the Roman Empire influenced our world today?
What types of human rights concerns are relevant today as they were during the Pax Romana?
General Objective[s]:
STANDARD WHI.1 b,
The student will improve skills in historical research and geographical analysis by
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the
world and interpret the past to 1500 A.D. (C.E.);
STANDARD WHI.6g
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
g) explaining the economic, social, and political impact of the Pax Romana;
Learning Outcomes:
At the end of this lesson, students will be able to UNDERSTAND:
 Technology advances society.
 People are constantly fighting for individual rights
 Culturally, the Pax Romana had a great impact on Roman society
At the end of this lesson, students will KNOW:
 Spartacus and slave revolts
 Roman Art and Architecture – construction, concrete, aqueducts, Roman monuments
 Roman Literature – Horace, Virgil and the Aeneid, Livy
 The Roman Family – paterfamilias, women and children’s roles
At the end of this lesson, students will be able to (DO):




Recall key information about Roman society during the Pax Romana [Knowledge]
Explain how technological advances progressed Roman society, allowing for monuments on a
grander scale than ever seen before. [Comprehension]
Compare/contrast Roman societal advancements and human rights concerns with that of today
and/or recent history [Analysis]
Illustrate varying aspects of Roman society [Application]
VALUES:

Students will value the advancements of technology, appreciating innovation in its
historical and present contexts
Assessment: Methods of Evaluating Student Progress/Performance: [Brief overview, including
how your assessment results will inform your teaching.]
Content Outline:
Section 3: Culture and Society in the Roman World
Timeline:
1. When did Spartacus lead a slave revolt?
a. 73 BCE
Roman Art and Architecture:
1. When did the Romans adopt many features of Greek art?
a. 3rd and 2nd Centuries BCE
2. How did Roman Sculpture contrast with Greek sculpture?
a. Roman = realistic statues, unpleasant physical details
b. Greek = Perfection/Idealized
c. Architecture was practical
Construction:
1. Arch, Vault, Dome
a. Minimal construction for largest use
b. Concrete, 50,000 miles of road
c. Faster construction
d. 12 aqueducts kept 1 million supplied with water
e. didn’t require skilled labor, they could just use slaves and work them to death
Roman Monuments:
1. Coliseum
a. Could seat 50,000, JMU convo seats 7,600
2. Aqueducts
a. 10-15% gradient, gravity did the work
b. 1000 years after Rome falls society able to match something of this magnitude
3. Forum
4. Pantheon
a. Temple to all gods
b. Build during Hadrian’s reign
5. Roads
6. Hadrian’s Wall
a. In Northern England
b. Outward boundary
c. Build to prevent military raids
Roman Literature
1. Who was Virgil?
a. Most distinguished poet of Augustan Age
b. Wrote Aeneid in honor of Rome
2. Who was Horace?
a. Augustan poet, friends with Virgil
b. Pointed out follies and vices
c. Satire
3. Who was Livy
a. Historian
b. Wrote History of Rome, not fact based
The Roman Family
1. Define Paterfamilias
a. Dominant male
b. In his house: wife, sons with wives, unmarried children, slaves
2. How were Roman children educated
a. All upper class children were expected to learn to read
b. Father provided education
c. Teachers were often Greek slaves because they had to learn Greek
d. Boys learned reading, writing, moral principles, family values, physical training
3. When was a Roman boy considered to be a man
a. 16, purple to white toga
4. What was the Roman attitude toward women
a. Females were weak, needed male guardian
b. Arranged marriages
5. What was the marriage age for girls
a. 12-14 (puberty)
6. When did divorce become an option for the ancient Romans?
a. 3rd century BCE, man or woman could ask for it, no one needed to prove breakdown
of marriage
7. How did the lives of women change in the 2nd century AD
a. Women were no longer required to have male guardian
b. Paterfamilias no longer had absolute authority
Slavery
1. How did the Romans use slaves
a. Captured from war
b. Greek slaves = tutor, musicians, doctors, artists
c. Roman businessmen would have shop assistants, craftspeople
d. Cooks, valet, waiters,
e. built roads, public buildings, large estates
2. How did the Romans treat their slaves
a. Conditions were pitiful
b. Work them to death, easy to buy more
3. Who was Spartacus
a. 73 BCE, revolt in southern Italy, 70,000 slaves
b. fought through two armies in two years before eventually killed
c. 6,000 followers were crucified
Daily Life in the City of Rome
1. What was the population of Rome at the time of Augustus
a. 1,000,000
2. Describe the living conditions in Rome
a. Overcrowded and noisy city
b. Because of traffic, carts and wagons were banned during the day
c. Crime at night, police force
3. What was a constant danger
a. Fire, apt buildings poorly built
b. Moveable stoves, torches, candles and lamps lead to fires, extremely difficult to put
out
4. Define Insulae
a. Apt building, 6 stories high, wood floors, concrete walls, awnings because people
literally would throw their waste out the windows
5. What happened in Rome in 64AD
a. Rome burned
6. What were some of the Public Programs used by the Romans
a. Temples, markets, baths, theaters
b. Free food for poor (200,000 would receive grain)
c. Breads and circuses
Extra Notes
1. Circus Maximus
a. Horse and Chariot races
2. Coliseum
a. Gladiators, war reenactments, celebrated by the state
DEAN CHART
vocab. word
D=define
E=examples
A=attributes
Roman Slavery
Slavery not
Greek, road
Expendable, not
based on race,
workers,
born into slavery
usually captured construction
people from war, workers, valets,
expendable
waiters, cooks,
because it was
tutors
easier to replace
them than it was
to care for them
Insulae
Apartment
Apartments,
Six stories high,
buildings in
living quarters
awnings, poorly
Ancient Rome
constructed,
that were highly
concrete walls,
susceptible to
wood floors
N=non-examples
Romans,
Plebeians,
aristocracy
Paterfamilias
household
Paterfamilias
fire
Dominant male,
head of
household
Husband, non
slaves
In his home he
had his wife,
sons with their
wives, unmarried
children, slaves
Women, insluae
structure
Student and Teacher Activities with Estimated Time Blocks [90 Minutes]:
Attendance and Announcements [15 minutes]
 This lesson was first done at Harrisonburg High School during 2nd block. During this block
there are mandatory school wide announcements that eat up about 10 minutes at the beginning
of the class. After the announcements are over, take a couple minutes (of course this all
depends on how long the announcements run) to talk with the students while you take
attendance. I wouldn’t take this time to put in a hook because they would have just heard the
announcements, so I’d take this time to ask them about something they heard on the
announcements, a football game, something that is unrelated to school so that they can get
some excess energy out of them. This will also give them an opportunity to interact with each
other before we get into the interactive lecture/go over the study guide, which will make it
easier on you to get them to talk about the material when you ask them questions.
Interactive Lecture/Review of Study Guide [20 minutes]
 They should have done section three of their study guide for homework the night before, so this
part of the lesson will be to help them fill in any gaps for the first parts of the study guide.
 Sections covered are the Timeline, Roman Art and Architecture, Construction, Roman
Monuments, and Roman Literature. [See Content Outline for elaboration on facts to cover with
the students]
 Outline on the white board as they call out the answers to you so they have a model of what
their notes should look like. Use the PowerPoint when going over the monuments.
 Elaborate on some parts, but keep it short, the meat of this lesson will be in the next section.
Graffiti Jigsaw [40 minutes]
 This part will take up the bulk of the lesson. For this section you’ll need to explain to the
students what they’re going to be doing. Remember to explicitly explain this, with timetables,
etc.
 “Ok class, now we’re going to do a group activity. First we’re going to number off in groups of
four. Then, when I say, take your study guides to the appropriate part of the room, where you
guys will be grouped according to section in your study guide. Group 1, you will be ‘The
Roman Family 1-3’, Group 2 will be ‘Roman Family 4-7’, Group 3 will be ‘Slavery’, and
Group 4 will be ‘Daily Life in the City of Rome’.
 “Draw a line across the center of your poster board. On the top part of the poster board, you
will be tagging, drawing, etc. the section of your packet. Below the line, you will come up with
a pictorial representation, tag, etc. of a modern day example, or another example in history that
you can think of. Remember to keep in mind how life was during the Pax Romana, and how it
may relate to today.
 “When you guys get into your groups, you will be using your poster board to answer the
questions in your packet in whichever way you want. You can be as creative as you like. You
can draw pictures, graphs, tag, etc as long as you correctly display the information.


“I’ll be giving you guys time updates as you go. You’ll have 45 minutes to complete this part
of the activity. Then, we’re going to have 1 to 2 minute presentations where you will explain
what you did on your poster board to represent the information in your packet.”
As they work in their groups, walk around the room to coach or facilitate where necessary.
Presentations [10 minutes]
 “For the presentations, you guys will have 1 to 2 minutes to explain your posters. Remember to
be respectful of your fellow students; this is not an art contest. Have your study guides out so
you can fill in the information you may have missed.”
 While the groups are presenting, be sure to ask some more in depth questions to be sure that
they covered everything they were supposed to.
Exit Card [5 minutes]
 3-2-1 Card on Global Connections
 “3 Things you learned about Roman culture”
 “2 Things that you see today that were influenced by Roman technological innovations”
 “1 Thing you enjoyed learning about, and would like to learn more”
Materials Needed for the Lesson:
White board
Study Guide on Section 3
Textbook with accompanying transparencies of monuments/or a PowerPoint (for the sake of this
lesson point I made a PowerPoint, but the book used in the bibliography came with transparencies).
Poster Board for Graffiti Jigsaw
Markers
Bibliography/Resources Used:
Spielvogel, J.J. (2003). World History. New York: Glencoe. Pg 163-8.
Differentiation:
ELL/struggling
readers
ADHD
Gifted
Many of the students in my class have Spanish as their first language.
However, my cooperating teacher informed me that they do not struggle
with English. Having said that, for the struggling readers in the class, I’ve
made sure that I use the transparencies for pictures of the moments as I
explain them, and they have a variety of means of getting the information
because not only are people saying them out loud, but I’m writing them on
the board and using pictorial representations to reinforce the learning.
The Graffiti/Jigsaw allows for movement around the room. This is an
instance where they don’t have to stay seated; they can work on the floor,
or the front table. Also, I take the first few minutes of the day to go over
the schedule for them so it gives them a pretty fair timeline on the way
things are going to go today so anxiety can be at a minimum. If they
weren’t able to finish their study guide that won’t be as much an issue
because we’re taking today to let the information soak in while we go over
it in a variety of ways.
The gifted kids can really take the Graffiti/Jigsaw and run with it. Here
they have thirty minutes to use any means necessary to represent the
information covered in section 3 on their poster board. They can really take
this time to be really creative.
Subject Matter Integration/Extension:
This was part of the Rome unit done in my World History 1 practicum class. Before this
section, they worked on section 2 called “From Republic to Empire”. During this section they went
over the first and second triumvirates, plebeians, latifundia, farming soldiers, senate, the Gracchi,
army, Julius Caesar, the age of Augustus, and the early empire.
Following this lesson, the students will go onto section 4, entitled, “The Development of
Christianity” which naturally progresses towards the next unit. After section 4 the students have their
test on the Rome unit. Because Harrisonburg High School works in semesters, they have to run
through this material very quickly, so there isn’t much time to go over anything too deeply.
Reflections on Lesson Plan
When I actually did this lesson, I was working under my cooperating teacher’s formula, which
was one that worked with coverage instead of uncoverage. She literally had me stand up there and
shout out the answers to the class, while going into a little depth in places where I felt necessary. They
weren’t really into it, and I wouldn’t be either. I tried to extend on some parts, however, the set-up for
this section of the lesson wasn’t really meant for that. If I went into depth, the students didn’t have any
motivation to write anything down. Because they are stuck in a certain formula/routine, anything going
away from that they see as extra work and thus, unnecessary.
The graffiti=jigsaw went over well. The students seemed to have a really good time with this
activity. Many of them like to tag all over their homework, so this gave them an opportunity to tag the
answers and present it to the class. Djumari (the resident trouble-maker) drew a pimp-hat for his
section on the Roman family, and although it seems a little inappropriate, I made him explain why he
did that, and he said that the males acted like pimps, in that the women always needed a male escort,
were considered lower-class citizens, and they pretty much had the freedom to do what they would
with them. We ended up tweaking his answer a little to make it more historically accurate, but the fact
that he was into this lesson enough to make that comparison made me feel that it was a success.