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Lesson Plan Revised
Lesson Plan Revised
Day 1
Essential Question
What were the factors that led to the fall of the Roman Republic?
Learning Goals
We are learning about the causes that led to the fall of the Roman Republic and the
Success Criteria
I know I am successful if I can analyze the causes of the fall of the Roman Republic
I know I am successful if I can identify the reasons for Julius Caesar’s assassination.
legion
Arizona Social Studies Standards High School
https://cms.azed.gov/home/GetDocumentFile?id=550c589eaadebe15d072aa0a
later civilization.
Arizona Reading Standards for Literacy in History/ Social Studies 9th-10th Grade
https://cms.azed.gov/home/GetDocumentFile?id=56cb8ac1aadebe16d8c83dd5
Penguin Books.
Tempest, K. (2014). TEDEd: The Assassination of Julius Caesar. Retrieved July 17,
tempest#watch
Tier 3 Vocabulary
Patrician
Plebian
Republic
Senate
People
Augustus
Mark Antony
Marcus Lepidus
Instruction
Quick Write- How did Julius Caesar and his assassination contribute to the fall of the
Roman Republic?
Rate that word. I will give the students a list of Tier 3 vocabulary words and names, and
they will evaluate each word based on their current knowledge of it. 4 means the student
knows it, 3 means the student has a hunch about it, 2 means they have seen it but do not
know it, and 1 means they have never seen the word before. If the student rates the word
I will read portions from the Julius Caesar section of Suetonius’ 12 Caesars
I will stop at times to point out key concepts and vocabulary as well as stopping to
Before I begin the small group work I will teach the students the strategies needed in
reciprocal teaching.
Reciprocal Teaching (during reading strategy)- Students are placed in a group of four and
are given a chunk of text to read from the 12 Caesars. One is the summarizer, another the
questioner, another the clarifier and the final student is the predictor. Students will be
According to Suetonius, how did Julius Caesar have a role in the downfall of the
Roman Republic?
Exit ticket- Do you think the republic would have fallen on its own without Julius
Caesar?
Day 2
Essential Questions
2. What was the Pax Romana and what impact did it have on the Roman Empire?
Learning Goals
1 We are learning about the causes that led to the fall of the Roman Republic and the
2 We are learning about the rule of Augustus and the reforms he implemented which led to
Success Criteria
I know I am successful if I can describe how Augustus became sole ruler of Rome and
legion
Arizona Social Studies Standards High School
https://cms.azed.gov/home/GetDocumentFile?id=550c589eaadebe15d072aa0a
PO 3: Analyze the enduring Greek and Roman contributions and their impact on
later civilization.
Rating slips which each group member must turn in at the end of the class.
Tier 3 Vocabulary
Patrician
Plebian
Republic
Empire
Emperor
Senate
People
Augustus
Mark Antony
Marcus Lepidus
Instruction
Video from PBS.org’s The Roman Empire in the First Century (10 mins)- We do it
Class discussion. What does the video say about the transition from republic to empire?
Zip around. Slips of paper will be prepared with various terms and definitions on them.
The first student reads their card, and the student holding the answer to that card will then
I will provide instructions on the group task: A New Beginning. Students will be asked
how their assigned social class was affected by the fall of the Roman Republic and the
I will divide the class up into groups of four based on alternate rankings.
I will pass out the crepe paper which will be used to make colored sashes representing the
Purposeful Grouping: The groups will consist of senators, soldiers, members of the
equestrian class, patricians, plebeians, people of the provinces, people of Gaul, and slaves. I
will be placing students in groups of 4, and the groupings will be done by alternate rankings.
I will rank students based on their last assessment from highest to lowest.
The group will read their task card; when ready, they will send one person up for paper
and markers.
The group will have 5 minutes to brainstorm, and complete their individual section of the
consensus board.
The group will discuss their ideas, and write their consensus in the middle of the
consensus board.
Each person will have a different color marker to provide for individual accountability
After all the groups have finished their consensus boards, we will come together as a
Muddiest Point. What was the Muddiest point of today’s lesson for you?
Ranking cards from group activity are due at the end of class today