Kelly Judge

Lesson Plan #3 for Unit Plan

School/Period:
6th Grade History / 45 Minutes
Course/Number:
EDA 523-90
Lesson Topics:
Augustus as a Leader- Document Based Questions (Reading and Writing)
Objective(s):
Support their claims of what type of leader Augustus (the first emperor of Rome) was by
using primary and secondary sources.
Common Core Standard:
(CCSS.ELA-Literacy.RH.6-8.1) Cite specific textual evidence to support analysis of
primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
Vocabulary:
Plebian an ordinary citizen in the ancient Roman Republic
Consul an elected official who led the Roman Republic
Republic a form of government where citizens have the right to vote and select their
leader
Province a unit of an empire
Agenda: 45 Minutes

Anticipatory Set: (10 Minutes)

-Write down homework: no homework

-Do Now: On white boards, students will complete their Hashtag Wednesday by
creating 3 hashtags to describe a quality leader. Provide examples to students:
#obamarocksbche<3swomen. Can also complete this with a partner, while the partner
writes and the other student provides 3 suggestions. List of characteristics can be
provided on the board by teacher for help with spelling and ideas. (3 minutes)

-Share answers with the class. Ask students to explain in detail why he/she chose these
qualities within a leader. (5 minutes)

- Introduce lesson: Today were going to examine the leader Augustus, who became the
first emperor of the Roman Empire in 27 BCE and who died in 14 CE. His original name
was Octavian, but he took the title Augustus when he became emperor. (You might
remind students that Octavian conquered Egypt and was present at Cleopatras death).
(2 Minutes)

Lesson Procedures: (30 Minutes)

-Hand out Documents A and B (map and coins). (1 Minute)

-Ask students: Based on just this evidence, what can we learn about the kind of leader
Augustus was?
-Have students complete Graphic Organizer for Round One. If students need more space,
the graphic organizer can be made with more space for writing thoughts. Sentence
starters will also be provided for students on their specific pages to assist in
development of thoughts.
-Have students share with their partner about their answer. If student has difficulty
writing, he/she can have a partner scribe. (5 Minutes)

-Discuss student answers from partner groups. Have 3-5 students share their partners
answers. Write these answers on the board for visual learners.
-Students will likely say that Augustus was popular because he expanded the Roman
Empire. They might say that the coins provide evidence that he was popular because
the presidents that we put on our coins are popular. You might open this point up for
discussion: What if Augustus was the one who decided to print those coins (as he was),
do they still serve as evidence of his popularity? Students could still argue that they do
because they emphasize his territorial conquests and the subsequent wealth that the
Roman Empire enjoyed. (5 Minutes)

-Hand out Documents C and D.

-Have students complete the Graphic Organizer for Round Two. If students need more
space, the graphic organizer can be made with more space for writing thoughts.
Sentence starters will also be provided for students on their specific pages to assist in
development of thoughts.
-Have students share with their partner about their answer. If student has difficulty
writing, he/she can have a partner scribe. (5 Minutes)

-Discuss student answers based on the evidence provided. Have students play four
corners to review answers. This will help students take a break from sitting and provide
them a chance to physically and visually represent their opinions within the classroom.
Provide the corner #s and their representations on the boards to remind students.
Corner #1- Augustus is a great leader
Corner #2- Augustus is a terrible leader
Corner #3- I am not sure what type of leader Augustus is
Corner #4- There are good and bad qualities of Augustuss leadership skills.
-Students will likely state that Augustus was a powerful and effective leader who also
had a touch of humility and compassion. However, they should note that neither source
is reliablethe first is written by Augustus himself and the second by a soldier in his
army. It is important to note that this Augustus does not mean the claims are false. The
documents do offer evidence of Augustuss power. (5 Minutes)

-Hand out Documents E and F

-Have students complete Graphic Organizer for Round Three. If students need more
space, the graphic organizer can be made with more space for writing thoughts.
Sentence starters will also be provided for students on their specific pages to assist in
development of thoughts.
-Have students share with their partner about their answer. If student has difficulty
writing, he/she can have a partner scribe. (5 Minutes)

-Review student answers. Discuss student answers from partner groups. Have 3-5
students share their partners answers. Write these answers on the board for visual
learners.
Documents E and F offer contrasting portraits of Augustuss leadership. Document E
suggests that he was power-hungry, manipulative, and politically shrewd. Document F
suggests that he was humble and did not seek the spotlight, and saw himself as the
equal of the Senators. (5 Minutes)
Closure: (5 Minutes)
-Using cell phones (or Chrome books / laptops in classroom) have students complete the
following Poll Everywhere Question as an Exit Ticket- What kind of leader was Augustus
based on the evidence we studied? Refer to one piece of evidence to support your
answer. 1 sentence please. AND the survey question- Do you believe Augustus was a
good leader? with the answers yes or no.

- https://PollEv.com/surveys/KghOaIeQt/web

-Share these answers with the entire class after students submitted them. (5 Minutes)
Materials/Equipment:

-White Boards
-White Board Markers
-DBQ for Augustus
Technology:

-Poll Everywhere Question

-Cell phones or laptops for question
Anticipatory Set:

Anticipatory Set: (10 Minutes)

-Write down homework: no homework

-Do Now: On white boards, students will complete their Hashtag Wednesday by
creating 3 hashtags to describe a quality leader. Provide examples to students:
#obamarocksbche<3swomen. Can also complete this with a partner, while the partner
writes and the other student provides 3 suggestions. List of characteristics can be
provided on the board by teacher for help with spelling and ideas. (3 minutes)

-Share answers with the class. Ask students to explain in detail why he/she chose these
qualities within a leader. (5 minutes)

- Introduce lesson: Today were going to examine the leader Augustus, who became the
first emperor of the Roman Empire in 27 BCE and who died in 14 CE. His original name
was Octavian, but he took the title Augustus when he became emperor. (You might
remind students that Octavian conquered Egypt and was present at Cleopatras death).
(2 Minutes)
Closing/Check for Understanding:

(5 Minutes)
-Using cell phones (or Chrome books / laptops in classroom) have students complete the
following Poll Everywhere Question as an Exit Ticket- What kind of leader was Augustus
based on the evidence we studied? Refer to one piece of evidence to support your
answer. 1 sentence please. AND the survey question- Do you believe Augustus was a
good leader? with the answers yes or no.

- https://PollEv.com/surveys/KghOaIeQt/web

-Share these answers with the entire class after students submitted them. (5 Minutes)
Formative Summative Assessments Used:
-Do Now
-Exit Ticket Questions
-Whole group discussion
-White Board answers from discussions
-Graphic Organizers from reading passages
Homework:
No homework
Differentiation:
Reading font can be made larger for students with visual impairments. Reading can also
be made in a different font for students with dyslexia. In addition, space to write down
notes is provided on the reading page already, but can be given more space to write if
needed
Reflection on Planning:
Planning this lesson is not difficult and / or time consuming. Students that have specific
needs should be kept in mind for planning this lesson. For example, if a student requires
larger print, the documents can be made bigger and bolder for him/her. Planning will be
required for students that have reading difficulties within fluency, phonics or
comprehension. Graphic organizers and whole group read aloud, along with different
types of whole group readings will be used to assist in reading difficulties. Writing is used
within this document for students to use the new vocabulary within each of graphic
organizer sections to ensure they have a deep meaning and understanding of positive
and negative characteristics of a leader.
Reflection on Instruction:
NA
Works Cited:

Coins: (62) Octavian. Retrieved 23 June 2012, from

http://www.lawrence.edu/dept/art/buerger/catalogue/062.html

Augustus: Augustus. The Deeds of the Divine Augustus.

Retrieved from http://classics.mit.edu/Augustus/deeds.html

Soldier: Paterculus, V. The Roman History, p. 239. Retrieved from

http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Velleius_Paterculus/2C*.html

Cassius Dio: Dio, C. Roman History, p. 234. Retrieved from

http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Cassius_Dio/53*.html

Seutonius: Tranquillus, C.S. The Lives of the Twelve Caesars, p. 208. Retrieved from
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Suetonius/12Caesars/Augustus*.ht
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