Download Ritter unit plan-1

Lesson 1 of The Death of a Republic (The Fall of the Roman Republic)
Objectives
1. Students will be able to identify the main characters of the lesson and their roles.
2. Students will be able to analyze how Rome elected to solve their problems.
Anticipatory Set
I will ask students what they think it would take for a republic like the United States of
America to fall and become a monarchy or an autocracy. I will have students list 5 reasons and
write them on the left side of the board, and will not erase them until the unit on Rome is done so
they can compare their answers. I will then tell them that they will learn how a republic gets
tainted and begin to teach of Rome before it was gripped with civil strife.
PA Standards
1. 8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context
of events.
2. 8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural,
and economic development throughout world history.
3. 8.4.12.C: Evaluate how continuity and change have impacted the world today (through)
Belief systems and religions, Commerce and industry, Technology Politics and
government, Physical and human geography, and Social organization.
National Standards
1.
2.
3.
4.
Theme 2 – Time, Continuity, and Change
Theme 5 – Individuals, Groups, and Institutions
Theme 6 – Power, Governance, and Authority
Theme 10 – Civic Ideals and Practices
Materials
1.
2.
3.
4.
The Civil Wars by Appian
Fall of the Roman Republic – Plutarch
Death Throes of the Republic – Dan Carlin
SmartBoard/Classroom writing surface
Procedures/Activities
1. A pretest of knowledge is unnecessary because the material is quite obscure
Students may know who Julius Caesar is and that he was assassinated, but they
most likely do not know who he was and what he did. Students probably do not
know who Tiberius and Gaius Gracchus, Gaius Marius, Marcus Livius Drusus the
younger, and Sulla are.
2. This lesson will revolve around direct instruction to establish a baseline
understanding of the knowledge the students need to grasp the larger questions at
hand.
a. The lesson will begin with giving a background of what Rome was like in
the 150 BC range. I will first describe the Senate (aristocracy), their role in
restricting change that did not benefit their interests such as popular
agrarian reforms. (7 minutes)
b. I will then discuss the quandary revolving around military service. In order
to be a legionary, one had to be a land owner. The problem was that the
legionaries would be off for years at a time fighting in campaigns. When
they returned, they would find that their land had fallen into default
because they were not there to work the field. They would thus not be
eligible for military service. (5 minutes)
c. The last piece of background information is that of the Tribune of the
Plebs, which was put into place when the lower classes went on strike.
The Tribune of the Plebs was an office held to directly represent the
people. They served for one year and were not allowed to be interfered
with on pain of death. This immunity only lasted a year, however. The
Tribune played a massive role in the story. (5 minutes)
d. The first important Tribune was Tiberius Gracchus, a promising man from
a noble family. Upon receiving the position of Tribune of the Plebs, he
began championing the cause of the dispossessed veterans and the lower
classes against the will of the Senatorial aristocracy. He proposed a law
that would limit the estates of aristocracy, and use the rest of the land
outside of the limits to redistribute to the veterans, thus making them
eligible soldiers again. (15 minutes)
e. I will then talk about the Senates outrage, and when Tiberius Gracchus
tried to run for the Tribune for a second year (against Roman tradition),
the Senate stormed into the election chambers, beat Tiberius Gracchus to
death, and dumped his body into the Tiber River. (10 minutes)
f. With the last 5 minutes of class, I will explain how this series of events
started in motion the destruction of the republic, as political rivalries did
not result in the murder of a politician at the time.
Assessment
The assessment will be formative. I will stop the lecture at certain points to ask questions
about the land reform and the Tribune of the Plebs and ask the students if they can draw
inferences between them and our political structures in the US House of Representatives, talk
about how the US Senate and the House of Reps do not always get along, but never resort to
violence as was the case before Tiberius Gracchus’ murder.
Lesson 2 of The Death of a Republic
Objectives
1. Students will be able to analyze Gaius Marius’ role in the decline of the republican
system in Rome.
2. Students will be able to discuss the overlaying themes and patterns that were occurring in
Rome at this time.
Anticipatory Set
I will ask the students who they can think of that was a great and/or powerful person and
what distinguished them from the rest of humanity. I hope to get answers such as names of
famous US presidents, maybe a celebrity. I will then show pictures of the people the students
named on the SmartBoard. Students will vote on whether they can tell their importance from
looking at them. After this I will pull up a picture of an ancient Roman bust of Gaius Marius, one
that clearly depicts his powerful and stern personality reflected and ask if they could tell his
greatness by appearance alone (the answer would be yes).
PA Standards
1 8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context
of events.
2 8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural,
and economic development throughout world history.
3 8.4.12.C: Evaluate how continuity and change have impacted the world today (through)
Belief systems and religions, Commerce and industry, Technology Politics and
government, Physical and human geography, and Social organization.
National Standards
1.
2.
3.
4.
Theme 2 – Time, Continuity, and Change
Theme 5 – Individuals, Groups, and Institutions
Theme 6 – Power, Governance, and Authority
Theme 10 – Civic Ideals and Practices
Materials
1. The Civil Wars by Appian
2. Fall of the Roman Republic – Plutarch
3. Death Throes of the Republic – Dan Carlin
4. SmartBoard/Classroom writing surface
Procedures/Activities
1. I will ask questions about the material from last class, specifically what did the Tribune
of the Plebs do and what problems did Rome encounter with their army. (2 minutes)
2. I will lecture on the next installment of the fall of the Republic which revolves around
Gaius Marius. (30 minutes)
a. I will go over Gaius Marius’ upbringing as an outsider to the aristocratic
(Patrician) class.
b. Next, I will describe Marius’ rise to the Tribune of the Plebs from the influence of
one of his older male relatives. This was where Marius’ force of personality stood
out. The ancient writer Plutarch mentions a scenario that revolved around when
Marius threatened to arrest the consul (president) of Rome and his godfather who
got him the job of Tribune for trying to block a series of land reforms.
c. Marius’ military career was his defining attribute. I will discuss how devoted his
soldiers were to him as a sub commander because he only allowed himself the
luxuries that the common soldiers had, including doing the heavy manual labor
they had to do. Marius was a brilliant tactician. He led Roman legions in multiple
wars that threatened the existence of Rome.
d. I will talk about Marius’ consulships, and how he was re-elected successively,
which was against Roman precedent, but he was needed to lead Rome against
many threats like the Cimbri and the Teutons.
e. Finally, I will talk about the Marian Reforms on the military, which was his
lasting legacy. In order to solve the problem of landownership as a pre-requisite
for military service, he decreed that any free male could join the legionaries. They
were awarded land and spoils after they won a campaign. This saved Rome in the
short run, but it tied the soldier’s allegiance to the military commanders, not the
Roman state which was catastrophic in the later years of the republic.
3. For the remainder of the class, I will lead a discussion on what problems the class sees in
the republic thus far (political violence, demagoguery, violation of precedent, and ceding
power into the hands of one in times of crisis). I will ask if they think any of this could
happen today, what, if anything could stop it today, and if they have seen any of this
happening in the world around them.
Assessment
The assessment will be informal and formative. I will look for comprehension and
synthesis of ideas and themes during the discussion. If students are actively engaged and
answering questions in ways that demonstrate comprehension, I will move on in the unit. If not, I
will determine where the disconnect is and address it.
Lesson 3 of The Death of a Republic
Objectives
1. Students will be able to identify and analyze the new contributors to the fall of the
Republic
2. Students will be able to comprehend ancient Roman legal traditions and why they played
a role in the story.
Anticipatory Set
I will ask the students if they were familiar with Marshall Law, in definition and in
practice. I will show students pictures of when Boston was put under Marshall Law after the
Boston Marathon Bombing. The pictures are very striking and scary. I would ask students how
they would feel if this happened to them. I would then transition into Lucius Cornelius Sulla and
talk about how he put Rome under Marshall Law twice and attacked it once. This is not to
introduce an element of paranoia, but rather to help the students identify with history.
PA Standards
1. 8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context
of events.
2. 8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural,
and economic development throughout world history.
3. 8.4.12.C: Evaluate how continuity and change have impacted the world today (through)
Belief systems and religions, Commerce and industry, Technology Politics and
government, Physical and human geography, and Social organization.
National Standards
1.
2.
3.
4.
Theme 2 – Time, Continuity, and Change
Theme 5 – Individuals, Groups, and Institutions
Theme 6 – Power, Governance, and Authority
Theme 10 – Civic Ideals and Practices
Materials
1.
2.
3.
4.
The Civil Wars by Appian
Fall of the Roman Republic – Plutarch
Death Throes of the Republic – Dan Carlin
SmartBoard/Classroom writing surface
Procedures/Activities
1. First I will discuss the next popular reformer, Marcus Livius Drusus who like Tiberius
Gracchus, died for his cause. Where he differed in with Gracchus was he advocated
citizenship for the Italian Allies, or the other cities in Italy that allied with Rome. This
was immensely unpopular to the Romans, and Drusus was killed on his front porch for it.
2.
3.
4.
5.
6.
This so angered the Italian Allies that they started slaying Roman citizens in their cities
and made an alliance against Rome.
The Social War, as it was known was immensely destructive and occurred on Roman
soil. Gaius Marius and all of Rome’s forces were required to sue for peace. This is where
I will introduce Lucius Cornelius Sulla, a brilliant sub commander who vied with Marius
for notoriety. While this was going on, a king in the east, Mithridates of Pontus took
advantage of Rome’s weakness and conquered many of Rome’s territory in the east.
I will then discuss how Sulla was given command of the army that was to go to war
against Mithridates and why it was a big deal to get this position (Pontus was quite
wealthy. Marius deprived Sulla of the commandership. Sulla then took his army and
marched on Rome, violating the ancient law that no army is allowed within 5 miles of
Rome. Marius fled ahead of Sulla and went to North Africa to lay low.
I will talk about Sulla’s easy war against the kingdom of Pontus and his generous terms
to Mithridates. He did this because Gaius Marius came back to Rome while Sulla was
away. Marius teamed up with radical Tribune of the Plebs like Cinna and Saturninus, and
began to kill all of Sulla’s right wing supporters. Marius, upon finding out that Sulla was
returning to Rome, died of a stress induced stroke.
Sulla returned to Rome and fought a vicious battle outside the walls, slaughtering 50,000.
Upon entering the city, he butchered 5,000 well known supporters of Marius and declared
himself dictator.
I will highlight that Sulla turning his own army on Rome opened the door for other
politicians to do the same thing after Sulla. Once the sacred precedent wass broken, there
was little stopping others to do from doing the same.
a. I will also point out that the civil war killed off most of the competent officials
and senators on both sides of the political spectrum, leaving the mildest and
meekest alive.
Assessment
I will conduct a formative assessment of the students. While lecturing, I will check for
attentiveness, ask questions about why students thought the Roman characters did what they did
and if they could understand their actions (despite the negative outcomes of these civil wars, the
characters behaved in a predictably human manner to survive).
Lesson 4 of The Death of a Republic
Objectives
1. Students will be able to analyze the true intentions of reformers, ancient and modern
through inquiry.
2. Students will be able to arrive at their own conclusions to the question of the integrity of
reformers.
Anticipatory Set
I will arrange the room into tables (if it is not already arranged that way) and have a
number on each one (1-4) with a folder on it. When the students come in I will tell them to stand
at the front of the room and count off by 4s. I am assuming that the change of pace will focus
their attention.
PA Standards
1. 8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context
of events.
2. 8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural,
and economic development throughout world history.
3. 8.4.12.C: Evaluate how continuity and change have impacted the world today (through)
Belief systems and religions, Commerce and industry, Technology Politics and
government, Physical and human geography, and Social organization.
National Standards
1.
2.
3.
4.
Theme 2 – Time, Continuity, and Change
Theme 5 – Individuals, Groups, and Institutions
Theme 6 – Power, Governance, and Authority
Theme 10 – Civic Ideals and Practices
Materials
1.
2.
3.
4.
5.
The Civil Wars by Appian
Fall of the Roman Republic – Plutarch
Death Throes of the Republic – Dan Carlin
SmartBoard/Classroom writing surface
Folder with background information on their assigned person
Procedures/Activities
1. Through the mode of inquiry learning, once the students count off by 4’s they will sit at
their corresponding tables and open their folders as a group. Each has background
information on a famous reformer, two from the lesson and two from the modern era
(Tiberius Gracchus, Marcus Livius Drusus, Martin Luther King Jr., and Vladimir Lenin).
Each group will look at their policies, what their goals were, and what benefits they
achieved (power, fame, etc.) Given this information, the students will discuss as a group
whether they thought the reformer had good intentions or ulterior motives.
2. The groups will take turns saying who their reformer was, what they did, and if they
thought they were sincere or not.
3. I will have a discussion with the time is left covering the purpose of this activity. Ancient
Romans were much more cynical than we were. They often regarded these reformers as
demagogues who were championing the cause of the urban proletariat for self-serving
reasons. It was a great way to be noticed from the populist faction (Populares, or people
panderers) and the Patrician class (senate and aristocracy). Today, we have a bias towards
regarding reformers as idealistic and altruistic. I will discuss the reasons for Roman
cynicism and whether that cynicism could be applied today or not.
Assessment
I will informally and formatively assess the students based on their participation and the
extent of their responses. If the students do not understand, I will engage in remedial learning.
Lesson 5 of The Death of a Republic
Objectives
1. Students will be able to evaluate the personality of Gaius Julius Caesar and identify the
role his personality played in the fall of the Republic.
2. Students will be able to comprehend the course of the Caesarian Civil War and its
contribution to the final demise of the republican system.
Anticipatory Set
I will tell a story recorded by the Roman writer Appian about Julius Caesar to gain the
class’s attention. When Caesar was in his 20s there was a Senator, Cato, who hated Caesar.
When Cato had the floor, he was giving a fiery speech about how Caesar was involved in a plot
to overthrow the republic. Caesar was handed a note (not uncommon during the time) during
Cato’s speech. Cato saw the note and demanded that Caesar hand it over, which Caesar did with
a grin. Cato read the note aloud and only realized at the signature at the bottom of the letter that
it was a love letter to Caesar from Cato’s sister. The Senate exploded with laughter and catcalls
and Cato was furious. This accurately personifies an aspect of Caesar’s personality.
PA Standards
1. 8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context
of events.
2. 8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural,
and economic development throughout world history.
3. 8.4.12.C: Evaluate how continuity and change have impacted the world today (through)
Belief systems and religions, Commerce and industry, Technology Politics and
government, Physical and human geography, and Social organization.
National Standards
1.
2.
3.
4.
Theme 2 – Time, Continuity, and Change
Theme 5 – Individuals, Groups, and Institutions
Theme 6 – Power, Governance, and Authority
Theme 10 – Civic Ideals and Practices
Materials
1.
2.
3.
4.
The Civil Wars by Appian
Fall of the Roman Republic by Plutarch
Death Throes of the Republic – Dan Carlin
SmartBoard/Classroom writing surface
Procedures/Activities
1. I will start the lesson with a brief character analysis of Cato – a prominent senator and the
personification of Rome’s traditional values, Pompi the Great – the brilliant military
leader, Triumvirate member and later consul/dictator of Rome, Crassus – the money
lender, hoarder of favors, Triumvirate member, and consul, Cicero – the famous
philosopher and orator, senator, and ally of Cato and the patricians, and finally Caesar –
the senator, military leader, Triumvirate member, and dictator of Rome.
a. I will go over the others briefly but focus on Caesar, and discuss why many
historians thought that he was a genius. I will discuss his ability as a fashion
trendsetter, otherworldly charisma, his decisiveness, brutal efficiency, and his
clemency towards his enemies.
b. It is worth noting that the establishment of the Triumvirate is regarded by most
historians as the end of the Republic.
2. Next I will talk about the forming of the Triumvirate, a power sharing agreement between
Pompi, Crassus, and Caesar. Pompi and Crassus hated each other but were both friends of
Caesar. With the Triumvirate in place, they worked towards shared goals and reforms and
rigged elections so that one of them would be in charge of an army and another would be
a consul at all times.
3. Crassus died in a military campaign; Pompi and Caesar were so ambitious that they
began to compete. The patricians turned Pompi against Caesar and tried to deprive Caesar
of his army and office. Upon this, Caesar marched on Rome, causing Pompi and the
Senate to flee to raise an army.
a. The civil war that followed was brutal and long. Caesar gained the upper hand
due to his soldier’s devotion to him as a commander and his superior tactics, even
though he was outnumbered during the entire war. The war ended with the deaths
of Pompi and Cato, leaving Caesar to return victorious to Rome with a strange
Egyptian queen by the name of Cleopatra.
4. Finally I will talk about the dictatorship of Caesar and his mercy towards his former
enemies. He proposed fair reforms that benefited both the patricians and the urban poor.
Upon his declaration of dictator for life, he was assassinated.
Assessment
In preparation for the summative assessment coming up, I will hand out a review sheet
that have the most important key concepts and definitions that the student should have learned.
They will fill in the definitions and concepts for homework and turn it in at the beginning of the
next class. I will judge the accuracy and depth of their answers to analyze their comprehension
level of the unit.
Evaluation
Students will be given more than one option for the summative assessment. There will be
a 3-5 page paper detailing the dichotomy of the death of a republic (see rubric), there will be a
physical project where students can do a diorama or poster detailing the fight between the
Populares and the Patricians and how that tore the republic apart or a written summative test that
will be taken on the due date of the other two projects.