L2+Alexander,Caitlin+Marie

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Objectives __** ** Student will understand that ** The Roman Republic is one of the inspirations for the democratic system of the United States of America and other democratic countries around the world. **__ Maine Learning Results Alignment __** //Grade 9// Analyze and critique major //historical// eras, major enduring themes, turning points, events, consequences, and people in the history of the world and the implications for the present and future. Rationale: Students will be analyzing the Roman Senate and Republic, and applying their own knowledge of the American government to compare and contrast the two. **__ Assessment __**
 * UNIVERSITY OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : ** Ms. Caitlin Alexander **__Date of Lesson__:** 2 Self-Knowledge
 * __ Grade Level __**** : ** 9th Grade **__Topic__:** Roman Republic and Senate
 * Student will know** about: the Roman Senate, Consuls, Julius Caesar, Dictators**.**
 * Student will be able to** be aware of the roots of democratic ideals in the history of the world using historic sources.
 * //Maine//** **//Learning Results: Social Studies - E. History,//**
 * //E1: Historical Knowledge, Concepts, Themes and Patterns//**
 * Formative (Assessment for Learning)**

At the end of each class during this lesson, students will write a post-assessment, detailing what they have learned from this lesson, what they are confused about, and what they would like to know more about. This not only gauges how much the class as a whole understands, and where each student is individually, but it also tells the teacher where the interests of the students lie and how the class could be improved upon for the future.


 * Summative (Assessment of Learning)**

During the last portion of the lesson, students will be given the task of role-playing as the Roman Senate, and they will be debating whether or not Octavian should be made Emperor of Rome. The students will use the knowledge that they have learned thus far about the Roman government and the people of Rome. They will be divided up into two separate teams, one pro and one con, and they will be given twenty to thirty minutes to arrange their arguments. Then they will debate their side using facts to support their conclusions. This debate will be recorded via GarageBand and will be made into a podcast. **__ Integration __**
 * Technology:**

Students will be using Inspiration to create flow charts to map out the different hierarchies in the Roman Senate. They will also be using GarageBand to record the final debate that they will take part in.

**__ Groupings __** Students will spend part of the lesson brainstorming and comparing and contrasting about the differences between the Roman Senate and government and the government and Senate of the United States of America. If they wish they might also research and compare the Roman Senate and government to other republics or democracies around the world, such as that of the French or British. **__ Differentiated Instruction __**
 * English:** Students will learn about the basics of debates, including different debating techniques, and if possible an English teacher will come in during the class time and assist in teaching about debating, the rules, the history, and the different techniques used in debates.
 * Strategies**

Verbal-Linguistic: Students will study a specific political issue plaguing the Roman Senate at one time or another, and then they will debate the different sides of the argument as the different factions. Logical/Mathematical: Students will create a flow-chart that shows the different levels and functions of the Roman Senate. Visual/Spatial: Students will draw a representation of the different ways that the Roman Senate affected the Roman Empire and the lives of the people who lived in it. Intrapersonal: Students will study a specific political issue plaguing the Roman Senate at one time or another, and then they will debate the different sides of the argument as the different factions. Interpersonal: Students will reflect upon how the corruption in the Roman Senate affected the different decisions and policies that plagued the Roman Empire. Naturalist: Students will research the different policies passed by the Roman Senate that affected agriculture, the distribution of land, and different policies concerning wildlife.


 * Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: If a student is absent for a short period of time (1-3 classes) I will try and set up a mentor system during class between this student and one who has shown mastery of the material already, and the two will spend a short amount of time together during each class so that the absent student can catch up with the rest of the class. If this is not possible, then I will supply the student with specific readings and worksheets that will provide the information. If the student is absent for an extended period of time (more than three classes) I will try and coordinate a time before, during, or after school when that student might be able to come to visit me or spend time with a tutor to catch them up with the class. I will also post my content notes online so that any student can access them.


 * Extensions**

During the lesson, students will be comparing and contrasting the Roman Senate to that of the American Government. If a student were to, outside of class, continue to compare the Roman Senate to other democracies or republics around the world, and brought those findings in to the class, it would show that the student was engaged by the lesson and that they understood that the Roman Republic is one of the major roots of democratic society. **__ Materials, Resources and Technology __** Paper Pencils Internet Access Inspiration Program (optional) Poster Paper Colored Pencils/Markers/Crayons Library Access **__ Source for Lesson Plan and Research __** [|//De Re Publica: Part II// by Cicero] – This primary source from the famous Roman orator Cicero gives descriptions of the Roman Government during the time of the Roman Republic. http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Ftitle=546&chapter=83299&layout=html&Itemid=27

Roman Government Checks and Balances - Used to compare US Government to the Roman Government. http://www.fordham.edu/halsall/ancient/rome-balance.html

[|//Glencoe World History//] "Chapter 5: Rome and the Rise of Christianity" Gives a general, textbook overview of Roman Government, and it provides copious links and resources for the teacher. http://glencoe.mcgraw-hill.com/sites/0078799813/ Political Violence in the Roman Republic – This website provides a list (and very short summaries) of recorded incidents of political violence in the Roman Republic. [] The Fall of the Roman Republic – This article gives a detailed description of the factors for the fall of the Roman Republic, and the Rise of the Roman Empire. http://www.bbc.co.uk/history/ancient/romans/fallofromanrepublic_article_01.shtml **__ Maine Standards for Initial Teacher Certification and Rationale __**
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

Beachball: The creativity of different students will be embraced in the classroom, and through informal discussion between classmates and between the class and the teacher the students will have multiple opportunities to share their opinions. Through many different activities, including the poster projects, the students will be given the chance to express themselves artistically as well.

Microscope: One of the activities involves having the students read from the textbook, as well as from primary sources, which will stimulate students who are more research oriented, because it will engage them in a formal, tradition fashion of learning and information gathering.

Clipboard: Students will be presented with a list of terms (the terms in the content notes) and they will check off the terms when they feel that they completely understand them.

Puppy: The brainstorm activity will allow students to group together to quickly think about different ideas, answers, and opinions, in a safe and non-threatening environment. Likewise, all of the students in the classroom will feel safe and secure in discussions and when they share their ideas, opinions, or work, because my classroom policy will be to be accepting of all ideas, and I will expect my students to do the same.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

The purpose of this lesson is to educate students about the importance of the Roman Republic to the American Government. Students will know about the different elements of the Roman Senate, which are listed in the section labeled “Content Notes”. The students will be able to be aware of the roots of democratic ideals in the history of the world using historic sources. Through activities such as debating issues while role-playing as Roman Senators, students will be able to compare how the Roman Senate is similar to and different from the Senate of the United States of America. Students will be learning about the basic structure of the Roman Senate, the social hierarchy involved in elections to the Senate, and how they compare and contrast to those of modern America.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Verbal-Linguistic: Students will study a specific political issue plaguing the Roman Senate at one time or another, and then they will debate the different sides of the argument as the different factions of the Roman Senate. Garage band will be used to record this debate, and it will be posted online onto a class wiki or a teacher’s blog so that it might be made available to all of the students. The students will also be visually engaged by the hook, which has the teacher enters the room dressed as a Roman senator and speaks to them in character. Through the hook they will have a living, breathing representation of what a Roman senator looked like. Logical/Mathematical: Students will create a flow-chart using “Inspiration” that shows the different levels and functions of the Roman Senate. Visual/Spatial: Students will draw a representation of the different ways that the Roman Senate affected the Roman Empire and the lives of the people who lived in it. Intrapersonal: Students will study a specific political issue plaguing the Roman Senate at one time or another, and then they will debate the different sides of the argument as the different factions. Garage band will be used to record this debate, and it will be posted online onto a class wiki or a teacher’s blog so that it might be made available to all of the students. Interpersonal: Students will reflect upon how the corruption in the Roman Senate affected the different decisions and policies that plagued the Roman Empire in their journals. Naturalist: Students will research the different policies passed by the Roman Senate that affected agriculture, the distribution of land, and different policies concerning wildlife.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**


 * Formative (Assessment for Learning)**

At the end of each class during this lesson, students will write a post-assessment, detailing what they have learned from this lesson, what they are confused about, and what they would like to know more about. This not only gauges how much the class as a whole understands, and where each student is individually, but it also tells the teacher where the interests of the students lie and how the class could be improved upon for the future.


 * Summative (Assessment of Learning)**

During the last portion of the lesson, students will be given the task of role-playing as the Roman Senate, and they will be debating whether or not Octavian should be made Emperor of Rome. The students will use the knowledge that they have learned thus far about the Roman government and the people of Rome. They will be divided up into two separate teams, one pro and one con, and they will be given twenty to thirty minutes to arrange their arguments. Then they will debate their side using facts to support their conclusions. This debate will be recorded via GarageBand and will be made into a podcast. **__ Teaching and Learning Sequence __** The classroom will be arranged so that the student desks make a “U” shape, which faces the front of the room. This is so that whoever is speaking has the full attention of the class, and so that most of the students have a clear, comfortable view of whomever is presenting. When group-work is required, students may re-arrange the desks into pairs, or groups of four or five. The desks will be returned to their proper arrangement at the end of class. Day 1:

Students will enter the classroom, and they will fill out a pre-assessment when they enter the room. (5 minutes) The teacher will exit the room and re-enter wearing a makeshift toga. Then the teacher will "role play" as a Roman senator for a few moments, answering questions that the students have prepare for the lesson. (10 minutes). The teacher will resume the "teacher" persona and will present information about the Roman Republic (as a government body) and Senate to the class, discussing the hierarchy and positions in that hierarchy, and how one got elected to those positions (30 minutes). Then Students will be directed to a website which compares and contrasts the Roman Senate with the American Government. They will spend some time with Inspiration to create a flow-chart or word web, or some other form of graphic representation, so that they can visually see the differences between the American government and the Roman Government. (15 minutes) Students spend the last ten minutes of class discussing in a discussion about what they have found. The students will then be asked to find a policy or issue that the Senate passed or debated about. They will be asked to read it, take quick notes, and be ready to talk about their topic for the next class. (10 minutes)

Day 2:

Students will spend the first part of class discussing the issue that they studied. Each issue will be analyzed. (15 minutes) An English teacher will come in at a pre-arranged time, and we will both introduce the students to debating, both the history, theory, and practice. (25 minutes) The class will then be divided up in half, each half of the room debating a different topic. Each half will be halved again, and in those halves, one side will argue the pro side of the argument, and one side will argue the con. They will be given a pre selected prompt (on or off topic for the first one). (30 minutes)

The class will finish up with a quick post-assessment about debate. The class will be divided into two halves: a pro side and a con side. The class will then be given a quick introduction to Augustus becoming Emperor, and they will be given the debate prompt. They will be given the option of bringing in a bedsheet and wearing a toga. Toga tying instructions will be given next class. (10 minutes)

Day 3:

Students will be polled to see how many have brought bedsheets, and how many of them need help making a toga. Then toga tying lessons will commence. (10 minutes) Students will then gather into their groups and they will spend some time consolidating their information, deciding who will make which points, and what they want their main argument to be. (15 minutes) Desks will be arranged in a circular fashion. The students will then sit where ever they wish, but it would be preferred if pros and cons would be separated. (5 minutes) Debate will be called to order. The question will be laid before them. The debate will commence. (30 minutes) The class will conclude with a discussion about the outcome of the debate. What was the conclusion? What was the real-life outcome? How does this pertain to our government and society? (15 minutes) The class will then fill out a quick post-assessment before leaving. (5 minutes)

Students will understand that the Roman Republic was an important and long lasting component of Roman history. The Roman Republic is one of the inspirations for our own democratic government, and it is important that students understand the where the roots of our own government lies. This lesson prescribes to the Maine Learning Results for Social Studies, more specifically in the History Concentration, finally focusing on "Historical Knowledge, Concepts, Themes and Patterns." I, as the teacher, will come to class dressed as a Roman Senator and introduce myself as a prominent Senator and discuss the lesson with them (in Character).
 * Where, Why, What, Hook Tailors:** Visual

Students will know about different aspects of the Roman Senate, which are listed out in the section titled “Content Notes”. I will deliver the lesson mostly in a lecture environment, where I deliver the knowledge to the students. The lectures that I facilitate, however, will always be open for discussion, so if students want something clarified or wish to delve deeper into a topic that we are covering they can speak freely. Students will use the "Describing Wheel" graphic organizer to describe the Roman Republic. Students will write a self-assessment at the end of each class, detailing what they understand and what they think they need more time to work on in their journals.
 * Equip, Explore, Rethink, Revise, Tailors:** Verbal/Linguistic, Interpersonal, Intrapersonal

The “Describing Wheel” graphic organizer will be used to write down different aspects of the Roman Republic, so that students will be able to have a visual representation of all of the components of the Republic. The students will use small-groups to brainstorm about how the Roman Republic is comparable to the American Government. Students will be able to be aware of the roots of democratic ideals in the history of the world using historic sources. This is the “Self-Knowledge” facet at work, allowing students to be aware of where they came from, and how they fit into the larger scheme of things. By understanding how the Roman Republic and Senate worked, the students will better understand how our own government works and they will be able to see how they not only fit into the democratic system now, but how the democratic systems of the past have affected their lives. Students will write a self-assessment at the end of each class, detailing what they understand and what they think they need more time to work on in their journals. Students will be given the opportunities to show their learning through a multitude of different ways: debate, art (drawing), flow charts, journals, and pre/post-assessment.
 * Explore, Experience, Revise, Refine, Tailors:** Verbal/Linguistic, Visual/Spatial, Intrapersonal, Interpersonal.

Students will write a self-assessment at the end of each class, detailing what they understand and what they think they need more time to work on. Students will be given a checklist, and they will check off each term on the check-list as they understand it. I will read all pre and post-assessments given to me before and after classes, and I will respond to them all individually, making notes about what connections were not made in each individual class. The students can use the feedback that I have given them to revise their own notes and refine their understandings of the content.
 * Evaluate, Tailors:** Interpersonal (communicating with me through the journal), Intrapersonal


 * Content Notes**

Roman Senate: The governing body of the Roman Republic. The majority of the Senate was made up of Patricians, but there were specific offices that were open to Plebians and the later Equestrian class as well. Patrician: The nobility of Rome. Plebian: The common person of Rome. Consuls: Two Senators elected every year to lead the Roman Senate and preside over military matters. Dictator (Roman): In a time of crisis in Rome, the Senate would elect one Roman to become the dictator and have supreme authority over the Republic. The dictatorship lasted until the time of crisis was over, at which point the elected Roman would return to their old life, be it common or noble. Senator: A governmental representative of the Roman people, elected by the people.


 * Handouts**

__ Pre Assessment __ What do you know already about the Roman Senate? What do you think you know? What would you like to know about the Roman Senate? Do you know about Senators, Consuls, or Dictators? If yes, then explain what it is. Would you feel confidant being tested on this material? __ Post Assessment __ What have you learned about The Roman Senate? What would you still like to know, or what do you still not know about the Roman Senate? What was the difference between a Senator, a Consul, and a Dictator? Would you feel confidant being tested on this material? Lesson Two Checklist Roman Senate: _____ Patrician: _____ Plebian: _____

Consuls: _____

Dictator (Roman): _____ Senator: _____