UMU Lesson Plan Template

Name:​ Lindsay Gundlah Date:​ October 30, 2019

Grade Level: ​6th Class Period: ​9​°/​ 10​°
Subject:​ Ancient World History Lesson # & Title: ​Lesson #4/ Ancient Roman Government
Function of the Lesson (check all that apply):
□ Introduce New Skill or Content
✓ Practice
✓ Review
□ Remediation/Re-teaching

Context for Learning and Planning Rationale:

Learning Attributes:
-The class is made up of 25 students and includes a variety of learners. There are 4 students on a 504 plan
and accommodations throughout the lesson will be made.
-Students are very talkative and enjoy collaborating with their peers.
-Students are very comfortable in the classroom and do not hesitate to ask questions when they need extra
clarification.
Classroom Environment:
-The classroom includes desks that are arranged into tables. There are 5 desks at each “table”. There are 6
table groups spread throughout the classroom. Not every seat is used.
-Almost all desks are arranged in a way that they can easily face the SmartBoard projector at the front of
the classroom.
-The classroom is a big, open space with colorful and inviting decorations surrounded to promote a positive
learning environment.
Rationale:
-The student desks are arranged in tables to allow for easy and effective communication and collaboration.
-There is a whiteboard and SmartBoard projector in the front of the classroom to allow for the teacher to
easily share information for all students to see. Technology is used quite a bit in the classroom, so it is
important that students can follow along with the teacher on the board.

Content Standards:
-Ohio Standards:
-Ohio. Grade 7. Early Civilizations. #2: Cite examples and explain the enduring impact that Ancient
Greece and Ancient Rome had on later civilizations.
-NCSS for Social Studies:
-NCSS. D2.Civ.12.6-8: Assess specific rules and laws (both actual and proposed) as a means of addressing
public problems
-Rationale:
-Students will be learning about the roles/ jobs within the Ancient Roman government in order to
understand the impact that this ancient government had on the U.S. government and the roles within it.

Learning Objectives:
-The students will be able to ​organize​ the three parts of the Ancient Roman Government with 90% accuracy. (Level
4).

Academic Language:
-​Magistrates:​ ​a civil officer or lay judge who administers the law, especially one who conducts a court that deals
with minor offenses and holds preliminary hearings for more serious ones.
Revised January 2018
 -​Senate:​ ​the state council of the ancient Roman republic and empire, which shared legislative power with the popular
assemblies, administration with the magistrates, and judicial power with the knights.
-​Consuls:​ ​one of the two annually elected chief magistrates who jointly ruled the republic.
-​Assemblies:​ ​functioned as the machinery of the Roman legislative branch, and thus passed all legislation.
-​Tribunes: ​the title of various elected officials in ancient Rome
-​Citizens:​ ​a legally recognized subject or national of a state or commonwealth
-​Elect:​ ​choose (someone) to hold public office or some other position by voting.

Assessment Plan, Formative Assessment:

-The students will be asked to discuss with their tables the question that will be posted on the SmartBoard… “How
did Rome’s ideas about democracy greatly influence the founding fathers of the United States?”
-This question will set the stage for the lesson and get the students thinking about the similarities and
differences between our government and the Ancient Roman government.

Assessment Plan, Summative Assessment:

-The students will be given an exit ticket that will ask them to write their answers to the same question that was
posed at the beginning of the class period… “How did Rome’s ideas about democracy greatly influence the
founding fathers of the United States?”
-The students should make the connection between the similarities of a tripartite government.

Procedures, Lesson Introduction:​ (2 minutes)

-The lesson will begin with the question proposed on the board… “How did Rome’s ideas about democracy greatly
influence the founding fathers of the United States?”
-The students will be given two minutes to discuss with their tables about their thinking about this question.
→ 2 minutes

Procedures, Lesson Body:​ (40 minutes)

1. The teacher will give the students a task to help answer this proposed question.
-The teacher will go over the expectations of the task and will give directions.
-The students will be given cards that list the roles/ jobs of a specific part of the Ancient Roman
government.
→ 5 minutes
2. The students will be given the majority of the class time to categorize and organize these roles under Magistrates,
Senate, or Assemblies & Tribunes
-The following descriptions will be given:
-Magistrates:
-Had 2 Consuls- both Patricians
-Consuls led the government and army
-Judged court cases- judges were called praetors
-Served for 1 year
-Elected
-Had power over ALL citizens, including other officials
-Senate:
-Patricians and wealthy Plebeians
-Wealthy, powerful
-Served for life
-Had 300 members
-Advised the consuls; held debates
-Assemblies & Tribunes:
-Represented the common people
-Elected magistrates to run the city
-Made up of 2 branches- Assemblies ad Tribunes
Revised January 2018
 -Tribunes could veto officials
-Served one year
-Approved or vetoed laws
-Governed by majority rule
-The students will be able to check their “chart” of cards to ensure they have organized them correctly.
→ 20-25 minutes.
3. The students will also be given a worksheet to complete when finished with organizing. The worksheet will ask the
students questions to ensure that they are applying what they know about each branch of the Ancient Roman
government.
→ 5-10 minutes
4. The teacher will be given student groups assistance when they need it as the teacher will be walking around the
room and observing groups.

Procedures, Lesson Closure: ​(5 minutes)

-When students are finished with organizing and the few questions on the worksheet, the students will be given an
exit ticket that will pose the same question that began the class… “How did Rome’s ideas about democracy greatly
influence the founding fathers of the United States?”
-The students will be asked to answer this question as best as they can be based on what they learned in class.
→ 5 minutes

Differentiation, Individualized Instruction, and Assessment:

-Table groups are mixed up with a variety of learners. Higher-level students will be able to help the lower-level
students at their tables to engage every student and to provide teamwork and support.
-This lesson is accessible to all learners and allows each student to get the chance to participate in the lesson
amongst their peers.
-For some of the students, including the 4 on 504 plans, they will have scaffolded questions and fewer questions to
answer on the follow-up worksheet.

Instructional Materials and Support:

-SmartBoard
-Beginning Slide
-Cards
-Exit Ticket

Research and Theory Commentary:

- Lev Vygotsky's Social Learning Theory:
-Vygotsky’s theory of social learning emphasizes the fundamental role of social interaction in the
development of cognition.
-Vygotsky’s theory is present in this lesson as all learning is done through social interaction. For every role
that needs to be categorized, each group works together to come up with an answer that they can all agree
upon. This social aspect of the lesson not only allows students to discuss their thinking out loud, but it also
allows students to gain social skills and learn how to work in a team.
-Vygotsky states that community plays a central role in the process of “making meaning” and this lesson
exemplifies that.

Cultural Responsiveness, Equity, and Inclusion Commentary:

-All students will be able to access the main idea of this lesson.
- Students have will have prior knowledge about the roles of government in the Ancient Roman
government from the previous lesson, this activity is used as a review.
- Students will be collaborating in teams to categorize the roles of each branch of government in Ancient
Rome. Collaboration allows every student to have a say and have a hands-on experience of moving cards

Revised January 2018

 around and justifying to their peers as to why they believe that the specific role goes under their chosen
branch of government.

Use of Technology Commentary (if applicable):

-Not applicable

Reflection and Instructional Commentary (if applicable):

-Not applicable

Revised January 2018