Note: TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom
I. Standard(s): 6.53
A. Clear Target: I can identify and locate the geographical features of ancient Rome, and analyze how the geographical location of ancient Rome contributed to its political and economic growth in the Mediterranean region and beyond.
B. Bell Ringer:
1. TSW be able to answer the question below based on the previous lesson’s clear target in order to provide Closure for the previous day’s lesson:
a. Previous Day’s Lesson’s Closure Question(s): Explain the advantages of Rome’s Geography?
b. Review: After the class has answered the question to the best of their ability, TTW assess if there needs to be a review of the previous day’s lesson. If a review is needed, TTW have the students get out their notes and will review the material with them.
c. If no review is needed TTW have the students get ready for today’s lesson.
2. TSW write the questions from Section D. Presentation of New Material, number 3. a-? in their notebooks and leave space under each question to answer it. This will be graded by a quiz in a future lesson.
C. Set: TTW lead a discussion on the clear target and or bell ringer to ensure that the students understand it/them. TTW lead a discussion on the assignment from the day before to ensure understanding.
D. Presentation of New Material: TSW listen to a lecture and answer their key questions in their notes while going through the presentation. Here is a link to the presentation on Ancient Rome’s Government: RomanGovernmentandClassSimulation-1
1. TSW complete their notes by writing down writing down and answering the questions in Section D. Presentation of New Material, number 3. They will do this while listening to the lecture/reviewing the presentation.
3. Lecture Questions:
a. How long did the Roman Republic last?
b. What type of government does a Republic fall into that is still in use today?
c. Who could vote in Rome
d. What made Rome’s Government a Republic form of Democracy?
e. What does checks and balances is government mean?
f. Why did the Romans develop a government with branches and checks and balances?
g. What were the Consuls?
h. What were the Consuls powers and limits?
i. What was the Senate?
j. What was the Senate’s powers and limits?
k. What were the Tribunes?
l. What were the Tribunes powers and limits?
m. What did civil participation mean? Give an example of how it worked from our presentation.
o. Explain the branches of the Roman government and how they checked and balanced each other. It must be at least 7 complete sentences. Show the teacher when you are done.
E. Guided Practice: TTW show the students how to get to the day’s presentation of new material and independent practice; and explain what they are doing to complete the day’s lesson. TTW then choose a student at random to perform the same tasks.
F. Independent Practice (The assignments are due the next school day unless otherwise stated):
1. TSW complete their notes by writing down the questions in Section D. Presentation of New Material and then answering the questions.
2. TSW write in their notebooks at minimum, one paragraph of seven sentences explaining the Roman Government and their system of checks and balances. They must explain the power that each branch had, and the checks and balances of each branch. This is from Question o of section D. 3.
G. Closure: TSW be able to answer the following question(s) in the next day’s class discussion: What is a Republic? What are checks and balances in a governmental system?
H. Assessment: Nearpod/discussions/CFU
- Question and answer/Discussions/The guided practice
I. Simulation: Students stand and act out the Plebian secession