Lesson Day 1

Date: 11-18-2019 Teacher’s Name: Samuel Almaras

Subject: History Grade level: 9

Class Setting: Department Length of lesson: 1 Day
Central Focus: Understanding Fall of Rome
Lesson Title: Fall of Rome
For Unit Plan/Learning Segment, __1__ out of __3__:

Essential Question(s): If applicable, depends on the type of lesson/unit/learning

segment; stimulates thinking and inquiry
Day 1: What made the Roman conquests an empire?

Learning Standards: Required learning and professional standards.

9.3 CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE: Classical

civilizations in Eurasia and Mesoamerica employed a variety of methods to
expand and maintain control over vast territories. They developed lasting cultural
achievements. Both
internal and external forces led to the eventual decline of these empires.

Pre-assessment: Determines prerequisite skills and knowledge students have about

the lesson

KWL Chart

Learning Objectives: describes Assessments: Ways of evaluating each

appropriate learning outcomes to be learning objective
attained during class that are clear and
measurable (Use action verbs)

Day 1: Students will be able to list and

describe the characteristics of the - Exit ticket : Evaluate what they
Roman Empire believe are the characteristics of
Based on an empire and where they see it
- Size, Location, Government in history and today.
Structure and Culture - HW sheet: Show what they
remember and know in the
class.
Procedure: Day 1
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)

1. Do Now: Fill out KWL chart using the topic “Roman empire”
https://www.eduplace.com/graphicorganizer/pdf/kwl.pdf (3 min)
Anticipatory Set (focus question/s that will be used to get students thinking about the
day’s lesson)

2. Why does conquering make a nation an empire?

*Whole partner discussion deciding is it does or does not.

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience)

1. What does the KWL chart do and how will I use it?
https://www.eduplace.com/graphicorganizer/pdf/kwl.pdf
2. This chart will not only be good for me to evaluate the placement of where my
students are in terms of what they know but it will also show them where they
stand. Evaluating what they know, what they want to know and what they’ve
learned shows growth to me and to the students.

Initial Phase
Direct Instruction (input, modeling, check for understanding)

1. Show small 3 minute video on Roman Empire

https://www.youtube.com/watch?v=b9bcohqsTGk
2. Powerpoint: STUDENTS ARE USING GUIDED NOTES (7 minutes)
 (Size - Slide 7): Size shows the power of conquering and gives authority. What
present day nation do they consist in? How does this affect

(Style of Government - Slide 7) : Republic turned to Empire: Group of Politicians

to Absolute Ruler
(Key Player - Slide 10 CAESAR) : Julius Caesar facts … Short and brief Born in
100 BCE in Rome he was also the most renowned.
3. Show and understand the importance of size … Map
4. History Significance. Why does it matter? (2 minutes)
● This is needed to understand the influence it had on culture.
● Christianity … Fall of Rome based on faith & religion
● Trade
Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)
1. I will have my argument as an Example: The Roman empire was strong and
powerful because of the vast space that it had obtained.
2. As a class come up with argument why size matters
With this students will work on group skills and help each other to solidify arguments
and overall class knowledge.
I will walk around
3. Students will come up to the board and write their argument with a partner.
On their own students will go to the board and show the argument with the class.
Independent Practice (what students will do to reinforce learning of the lesson)

1. Exit Ticket/ Take Home: Based on what you’ve learned what other nations are or
have been empires and why? (Give me Evidence)
Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
 Evaluation Criteria 5pts
Did you understand the content Did you use evidence to support

3 pts 2 pts

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

HW: Fall of Rome HW Sheet

Name: _________________
Date: __________________
Fall Of Rome
Size and Style:

At its height, the Roman empire was around ________________. This

massive size was mainly due to the massive ____________ the Romans
did. The population was around _______ million inhabitants. This was
roughly _____ of the world’s population.

The Roman’s style of governance was a ______________. Some leaders

of government were elected. However, the absolute monarchs had all
control of the government

Key Players:

Julius ________ One of Rome’s most renowned___________.

Born in __________ in Rome.

Famous for putting end of ____________

Exit Ticket

Based on prior knowledge what attributes did the Romans have that other
nations also obtain? (Use Evidence) (Write on Back)

Evaluation Rubric 5pts

Did you understand the content Did you use evidence to support

3 pts 2 pts

Name __________________
Date: ___________________
 Fall Of Rome HW SHEET

1) How Big was Rome?

_____________________________

2) Name 3 Major Countries that belonged to the Roman empire.

______________________________

3) Name one Key Player of the Roman empire.

_______________________________

4) What is one Difference between The Republic and The Empire.

________________________________