Unit 8, Ancient Rome; Lesson 5: Roman Social Classes

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

I.  Standard(s): 6.54 Describe the class system of ancient Rome,
including the role of patricians, plebeians, and
slaves in Roman society

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

     B.  Set: 

                    1.  TTW lead a discussion on the clear target and or bell ringer to ensure that the students understand it/them.  TTW tell some jokes to get the students ready to learn.  TSW complete the GIMKIT from the bell ringer as an interest cue.

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

     C.  Bell Ringer: TSW complete a GIMKIT as an interest cue.   Here is the link.

     D.  Presentation of New Material: TSW watch and listen to a video lecture and answer their key questions in their notes while going through the presentation.  Here is a link to the video presentation: Roles of Ancient Roman Society

            1.  TSW complete their guided notes by writing the questions from section D.3. Lecture Questions (Below) on their own paper.  TS need to leave enough room between each question to answer it.  Then the students will write the answers to the questions they have written down while listening to the lecture/reviewing the presentation in the video.  Again, the questions are below at number 3.

            2. After TS complete their notes, they will complete the Venn Diagram on the back of their notes page.  The links below in Section F. Independent Practice will give an example of how to draw the Venn Diagram.  It also has a reading assignment to help TS complete the Venn Diagram.

            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.

2.  TSW complete a Venn Diagram 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 a copy of the Venn Diagram to copy if the students lost theirs or were absent.  Venn Diagram (TS do not have to draw the pictures).   TS must have at least three things for each group outside of the overlapped area, and at least two things inside the overlapped area.  Here is a reading to help: Plebians and Patricians

   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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