Unit 8, Ancient Rome; Lesson 6: Roman Social Classes

Note:  TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom 

I.  Standard(s): 6.54

     A.  Clear Target: I can describe the class system of ancient Rome, including eh role of patricians, plebeians, and slaves in Roman society.

     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): What is a Republic? What is the legacy of the 12 Tables?

                     1.  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.

                    2.  If no review is needed TTW have the students get ready for today’s lesson.

b.  TSW answer the questions for the day’s lecture and paste them in their notebooks.

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: RomanIndividualsRomanSocialClassesPowerpoint-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.

            2. N/A

            3.  Lecture Questions:

1.How many social classes did Rome have?

2.Which group was made up of the rich, wealthy land owners in the Senate?

3.Which group was made up of the middle class in the Assembly?

4.Which group was made up of the poor people with no rights?

5.What does Civic Participation mean?

6.Slaves were forced to work in mines for the Roman government, rowing large boats for private traders and the Roman government, and in factories and shops. How did this aid Rome?

     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.  Write a law…question and answer to get the writing started

    F.  Independent Practice (The assignments are due the next school day unless otherwise stated):  

1.  TSW complete their notes by answering the questions in Section D. Presentation of New Material and then pasting them into their notebooks.

2.  TSW complete a Venn Diagram in their notebooks on the Patricians and the Plebeians.  What is similar goes in the area that the circles overlap, and what is different goes on the side of the group being discussed outside of the overlapped area.  Here is an example of a Venn Diagram to copy into your notes.  Venn Diagram You do not have to draw the pictures.  If you are doing this virtually, you can print the Venn Diagram out and paste it into your notes.  You must have at least three things for each group outside of the overlapped area, and at least two things inside the overlapped area.

   G.  Closure:  TSW be able to answer the following question(s) in the next day’s class discussion: Describe Rome’s Social classes.

   H.  Assessment: Nearpod/CFUs/Discussion


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