Goals & Objectives
Goal: Students will recognize the form of government established in the Roman Republic.
Objective: Through the use of a primary source, students will examine the text of the source to gain a basic understanding of laws passed during the Roman Republic.
Objective: Students will be able to describe the form of government established in the Roman Republic and explain its significance through an analysis of selected textbook reading.
Objective: Through the use of a primary source, students will examine the text of the source to gain a basic understanding of laws passed during the Roman Republic.
Objective: Students will be able to describe the form of government established in the Roman Republic and explain its significance through an analysis of selected textbook reading.
CA State Content Standard/Common Core Standard
6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
6.7.2 Describe the government of the Roman Republic and its significance (e.g. written constitution and tripartite government, checks and balances, civic duty).
Common Core Standard
Key Ideas and Details
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
6.7.2 Describe the government of the Roman Republic and its significance (e.g. written constitution and tripartite government, checks and balances, civic duty).
Common Core Standard
Key Ideas and Details
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Lesson Introduction/Accessing Prior Knowledge
(10 minutes)
Teacher will review the different types of governments seen throughout prior civilizations. Specifically, teacher will review the previous unit of Ancient Greece city-states and the form of governments each city-state governed with. Teacher will pose questions for students to answer in their writing journals. Questions asked would be, “What form of governments were seen within Sparta and Athens?” “What form of government was best? Why would that form of government be the best way to govern?” Based on student understanding of the different forms of government represented within Greek city-states, the last question would ask students to state what they believe the type of government Rome would use. Students would be asked to write a short paragraph to address these questions within their writing journal. Once students finish writing, teacher will bring the class together for a short class discussion on student answers to the questions.
(Block schedule, class time per period = 1hr. and 6 min.)
Teacher will review the different types of governments seen throughout prior civilizations. Specifically, teacher will review the previous unit of Ancient Greece city-states and the form of governments each city-state governed with. Teacher will pose questions for students to answer in their writing journals. Questions asked would be, “What form of governments were seen within Sparta and Athens?” “What form of government was best? Why would that form of government be the best way to govern?” Based on student understanding of the different forms of government represented within Greek city-states, the last question would ask students to state what they believe the type of government Rome would use. Students would be asked to write a short paragraph to address these questions within their writing journal. Once students finish writing, teacher will bring the class together for a short class discussion on student answers to the questions.
(Block schedule, class time per period = 1hr. and 6 min.)
Vocabulary/Content Language Development
(15 minutes)
Teacher will handout a worksheet to all students in class. Once worksheets have all been handed out and each student has one, teacher will then give instruction of what students will do to complete the worksheet. Students will be told that there are two parts to this activity. Students will individually find the meaning of each vocabulary term found with their textbooks glossary. Students will be instructed to stop once all vocabulary terms have been written. Teacher will review vocabulary terms with students. Teacher will use reading selections found within the chapter to give students context of the vocabulary terms. For the first vocabulary term, teacher will model for students what is to be done. Teacher will read the paragraph where the vocabulary term is found and summarize it. Teacher will do this for the remaining vocabulary terms and will have students volunteer for the reading. Once student has finished the reading, teacher will summarize the paragraph and definition and move on. The second part of the vocabulary activity will require students to collaborate with their partner to form a unique sentence by using the vocabulary term within the sentence. Students will be instructed to keep the sentence within the content of study; Roman Republic but exceptions may be made for certain terms. Students will then be instructed to draw an illustration of the vocabulary word. The second part of this activity will require students to work collaboratively.
Teacher will handout a worksheet to all students in class. Once worksheets have all been handed out and each student has one, teacher will then give instruction of what students will do to complete the worksheet. Students will be told that there are two parts to this activity. Students will individually find the meaning of each vocabulary term found with their textbooks glossary. Students will be instructed to stop once all vocabulary terms have been written. Teacher will review vocabulary terms with students. Teacher will use reading selections found within the chapter to give students context of the vocabulary terms. For the first vocabulary term, teacher will model for students what is to be done. Teacher will read the paragraph where the vocabulary term is found and summarize it. Teacher will do this for the remaining vocabulary terms and will have students volunteer for the reading. Once student has finished the reading, teacher will summarize the paragraph and definition and move on. The second part of the vocabulary activity will require students to collaborate with their partner to form a unique sentence by using the vocabulary term within the sentence. Students will be instructed to keep the sentence within the content of study; Roman Republic but exceptions may be made for certain terms. Students will then be instructed to draw an illustration of the vocabulary word. The second part of this activity will require students to work collaboratively.
Content Delivery/Method of Instruction
(6-10 minutes) - Students will read textbook selections for reading prior to the primary source analysis. Teacher will build up background knowledge of what students will be addressing in their primary source analysis. Students will read about: the formation of the Republic, the Twelve Tables, the Tripartite Government, the Magistrates, the Senate, and the Assemblies. Teacher will pause between the reading to allow students to complete a Bubble Map that students will write down main ideas of each selected reading. Bubble Maps will be done individually. These reading were selected to give students background knowledge to enhance their understanding of the primary sources that they will be examining and to understand the make up of the government of the Roman Republic.
(15 minutes) - Students will be asked to examine three primary sources related to the Roman Republic. Teacher will pose questions about each primary source in order for students to analyze the text. Questions will be found within each primary source handout that will be given to students. Students will be instructed to work collaboratively. Students will use the Think-Pair-Share with their partner. Students will demonstrate the ability to glean the central idea or information from primary sources and also relate it some of the primary sources to todays world.
(5 minutes) - After students have completed the activity, teacher will reconvene class and begin a class discussion of primary sources. Students will be asked to share what their partner has stated or what new information they have learned.
(15 minutes) - Students will be asked to examine three primary sources related to the Roman Republic. Teacher will pose questions about each primary source in order for students to analyze the text. Questions will be found within each primary source handout that will be given to students. Students will be instructed to work collaboratively. Students will use the Think-Pair-Share with their partner. Students will demonstrate the ability to glean the central idea or information from primary sources and also relate it some of the primary sources to todays world.
(5 minutes) - After students have completed the activity, teacher will reconvene class and begin a class discussion of primary sources. Students will be asked to share what their partner has stated or what new information they have learned.
Sample Bubble Maps for Readings | |
File Size: | 97 kb |
File Type: | docx |
Student Engagement & Critical Thinking
Students will complete Bubble Map for each selected reading to enhance their learning. Students will write down ideas to help with their understanding of the Roman Republic's form of government.
Teacher will hand out Primary source packet to students. Primary source packet will include three handouts. On handout one, students will be examining the symbol SPQR found on Roman buildings. Students will be asked to answer two questions within the handout. The second handout contains excerpts of the Twelve Tables, the first written law code that was passed by the Roman Republic's government in 450 B.C. The third handout will contain a quote about the Roman Republic's government by Polybius. Students will be working collaboratively with their partner to analyze the primary source text, and illustrations.
Teacher will hand out Primary source packet to students. Primary source packet will include three handouts. On handout one, students will be examining the symbol SPQR found on Roman buildings. Students will be asked to answer two questions within the handout. The second handout contains excerpts of the Twelve Tables, the first written law code that was passed by the Roman Republic's government in 450 B.C. The third handout will contain a quote about the Roman Republic's government by Polybius. Students will be working collaboratively with their partner to analyze the primary source text, and illustrations.
SPQR Images | |
File Size: | 122 kb |
File Type: | docx |
The Twelve Tables (excerpts) | |
File Size: | 125 kb |
File Type: | docx |
Polybius Quote | |
File Size: | 78 kb |
File Type: | docx |
Demonstrated Learning
Throughout the lesson, teacher will have different ways of assessing student understanding of content. At the beginning of the lesson, teacher will be able to informally assess students prior knowledge based on class discussion on what they know about Greek government. Assessing students' prior knowledge will help teacher pin point what students know and what teacher may have to review.
In the vocabulary activity, the teacher will have the chance to assess student understanding of the meanings of vocabulary terms by the sentences students write and the illustrations they draw. Teacher will monitor students during this activity to make sure students understand what they need to do and will also allow the teacher to assess student academic language acquisition. Additionally, the vocabulary exercise will allow for peer to peer assessment, where students will help one another build their own understanding by their discussion and collaborative work.
Teacher will also be able to assess student content understanding during the primary source and selected reading activity during class. The primary source packet will be required for students to complete and hand in to teacher at the end of class. The primary source packet is a summative assessment that will assess students understanding of the content and to check if lesson objectives were met. In addition, to the packet, students will be required to do a quick write. Students will need to address the following question, "After reviewing primary sources and selected readings, describe the form of government that the Roman Republic had, and discuss its significance."
In the vocabulary activity, the teacher will have the chance to assess student understanding of the meanings of vocabulary terms by the sentences students write and the illustrations they draw. Teacher will monitor students during this activity to make sure students understand what they need to do and will also allow the teacher to assess student academic language acquisition. Additionally, the vocabulary exercise will allow for peer to peer assessment, where students will help one another build their own understanding by their discussion and collaborative work.
Teacher will also be able to assess student content understanding during the primary source and selected reading activity during class. The primary source packet will be required for students to complete and hand in to teacher at the end of class. The primary source packet is a summative assessment that will assess students understanding of the content and to check if lesson objectives were met. In addition, to the packet, students will be required to do a quick write. Students will need to address the following question, "After reviewing primary sources and selected readings, describe the form of government that the Roman Republic had, and discuss its significance."
Lesson Closure
Teacher will end the class by reviewing the central ideas of the primary sources, and selected reading. Teacher will link the content learned by describing the form of government represented within the United States. Teacher will relate the Roman Republic's form of government and how the United States and other countries adopted the tripartite government. Class will end with a summative assessment in the form of a Quick Write. Students will tie in all learned content to address lesson goal and objectives. Students will address in their Quick Write, "After reviewing primary sources and selected readings, describe the form of government that the Roman Republic had and discuss its significance." Prompt will be displayed on smart board or white board.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
English Learners
EL students will be accommodated by pairing students with students highly proficient in English. Additionally, vocabulary activity will enhance student academic language acquisition. EL's will also benefit from collaborative work. Instead of speaking to the entire class, EL's will feel more comfortable working with their peers which will give the student an atmosphere ripe for learning since stress levels would be low. The Think-Pair-Share activity will help student grasp content understanding. Creating Bubble Maps will allow EL's to remember the central ideas of the selected reading which will build up and help retain the content.
Struggling Readers
Struggling readers will be paired up with students that are highly proficient in English and who have demonstrated high reading skills. Pairing struggling readers with students that are proficient in English and with high reading skills will help the struggling reader with content understanding. Activities such as Think-Pair-Share and Bubble Maps will allow struggling readers to fill in the content gaps they may have failed to understand by collaborating with their peers. The selected reading will not overwhelm struggling readers with too much content. Struggling readers will also benefit from the vocabulary activity. Students will be able to look up the meaning of the terms, using the vocabulary term to form a unique sentence and drawing an illustration will help struggling readers fully understand the meaning of the vocabulary terms.
Students with Special Needs
Many of the accommodations made for EL's and struggling readers remain the same for Students with Special Needs. The exception being that students with special needs will be placed in the front of the room closest to the teacher. The teacher will be able to monitor students with special needs and give one-on-one instruction if the students require it. Furthermore, teacher will place visuals, illustrations (i.e., templates of bubble maps, paragraph structures, etc.) to help students with special needs visualize an example of the work that they will need to do.
EL students will be accommodated by pairing students with students highly proficient in English. Additionally, vocabulary activity will enhance student academic language acquisition. EL's will also benefit from collaborative work. Instead of speaking to the entire class, EL's will feel more comfortable working with their peers which will give the student an atmosphere ripe for learning since stress levels would be low. The Think-Pair-Share activity will help student grasp content understanding. Creating Bubble Maps will allow EL's to remember the central ideas of the selected reading which will build up and help retain the content.
Struggling Readers
Struggling readers will be paired up with students that are highly proficient in English and who have demonstrated high reading skills. Pairing struggling readers with students that are proficient in English and with high reading skills will help the struggling reader with content understanding. Activities such as Think-Pair-Share and Bubble Maps will allow struggling readers to fill in the content gaps they may have failed to understand by collaborating with their peers. The selected reading will not overwhelm struggling readers with too much content. Struggling readers will also benefit from the vocabulary activity. Students will be able to look up the meaning of the terms, using the vocabulary term to form a unique sentence and drawing an illustration will help struggling readers fully understand the meaning of the vocabulary terms.
Students with Special Needs
Many of the accommodations made for EL's and struggling readers remain the same for Students with Special Needs. The exception being that students with special needs will be placed in the front of the room closest to the teacher. The teacher will be able to monitor students with special needs and give one-on-one instruction if the students require it. Furthermore, teacher will place visuals, illustrations (i.e., templates of bubble maps, paragraph structures, etc.) to help students with special needs visualize an example of the work that they will need to do.