Download Theme 2 lesson

SEED 571 H
Dr. Barbara Slater Stern
Lesson Plan: Format and Components
Teacher’s name: _Rob Campbell_____ Date of Lesson/Class/Period ___10/17/05___
Subject: __World History I_______ Topic: _Founding the Roman Republic__________
Concepts: Republic, Twelve Tables, Bill of Rights, Rights of citizens
General Objective[s]:
This lesson was designed to show students the essential components of a Republic form
of government. The major theme of this lesson is to show how the Romans formed their
government and to reveal how similar their form of government was compared to the
United States. This comparison will make this material more relevant to the students and
hopefully more engaging.
Theme II of the NCSS standards, “Time, Continuity and Change” (Performance
Expectations A, B, C, D)
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) assessing the influence of geography on Roman economic, social, and
political development;
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:
Through this lesson SWBAT…
- identify the major geographic features in and around the Roman Republic (soon to be
Empire)
- distinguish the similarities between the Roman Republic and the modern day United
States Government
- interpret primary source documents of this era and the present, making comparisons
for evaluation.
Student and Teacher Activities with Estimated Time Blocks:
Set Induction:
- KW sections of a KWL Chart. The topic is anything on the Roman Empire.
o Estimated time – 5 minutes
Lesson Body:
- Map Activity
o Students will be handed a blank map of the Mediterranean Sea area. In
pairs, they will write in as many physical features, bodies of water, ancient
civilizations, and ancient cities that they think are appropriate for this
chapter.
o As a class, we will discuss similar entries and some differences. At the
end, we will list the important geographic features that the cooperating
teacher deems necessary knowledge for this chapter. (Gaul, Rome,
Alexandria, Asia Minor, Athens, Sparta, Mediterranean Sea, Atlantic
Ocean, Aegean Sea, Black Sea, Red Sea, Nile River, Europe, Asia,
Africa).
o Estimated time – 15 minutes
Video “The Republic of Rome”
o Section of a video on the expansion of Rome
o Estimated time – 7 minutes
o Students will be asked to think about this question, what is a Republic?
-
Discussion Question:
o “What is a republic? What is meant by the phrase “and to the republic, for
which it stands” in the United States’ Pledge of Allegiance? Discuss the ways
in which the American republic and the Roman republic are similar or
different?”
o Estimated time – 10 minutes
- Venn Diagram/Compare and Contrast the Roman Republic to the US Government
o Through the diagram, the students will see the similarities to the US
Government
o Estimated time – 10 minutes
- Twelve Tables/Bill of Rights DRTA
o Analyze the Twelve Tables to the United States Bill of Rights
o Guiding Questions:
 Which laws dealt with murder, property, and rights of people?
 How are these two documents similar?
 What are the purposes of each document?
 Look at the wording, is there anything different?
 Are any of these Tables unfair?
 Is the anything missing in the Twelve Tables that you think Roman
citizens should have had?
 Add or amend two tables.
 Discuss when finished
o Estimated Time – 40 minutes
Closure:
- L section of the KWL Chart. The student teachers will go over what the class learned
today and will make inferences to what will be taught in the coming days on this
subject.
o Estimated time – 5 minutes
Materials Needed for the Lesson: Twelve Tables of Roman Law, US Bill of Rights,
Blank Mediterranean area map,
Methods of Evaluating Student Progress/Performance:
When listening to the student’s answers and new “tables” and their discussion on the
differences between the Roman Republic and the American Government, we will be
checking for comprehension.
Subject Matter Integration/Extension:
This lesson is an excellent way to start a unit on Rome. Making sure the students have a
grasp of the geography of the area and the beginnings of the culture are key to
understanding the rest of the Roman Empire. Also, the comparison between styles of
government helps the students understand where the government they live under comes
from.
Plans for Diversity:
ESL students will receive the documents in their native language and will be given some
leniency when writing out any comparisons.
Students with learning disabilities will be given shortened documents that still include the
overall themes and ideas that the teacher is looking for.
Reflections/PPT’s in Lesson:
I believe that this lesson puts students in control of their learning and understanding, but
also guides them. It also helps connect the past to the present so that the content is more
relevant to the students.