Lesson Plan Template

Name: Jorie Grande

Class/Subject: 6th Grade Ancient Civilizations/ Rome: Republic or Empire?
Date: 4/9/13
Student Objectives/Student Outcomes:
-Students will be able to define what a republic is and how it is demonstrated in the Roman
Republic period.
-Students will analyze and compare the pros and cons of Romes republican system with that of
the impending empire.
-Students will understand how to brainstorm and construct an argument in debates.
Content Standards:
CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding
of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate
eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central idea or information of a primary or
secondary source; provide an accurate summary of the source distinct from prior knowledge or
opinions.
Materials/Resources/Technology:
-Warm Up! sheets
-computer
-projector screen
-Power Point
-Republic and Empire information sheets
-Rome: Republic or Empire? Debate/note sheets
Teachers Goals:
-To explain the Roman Republics government system, along with reasons why it fell.
-To encourage students to participate in smaller discussion groups as a means of providing
them the opportunity to participate in class-wide discussions.

Time
8:10-8:20 Start of Class: Students will complete their daily Warm Up! sheets. The word of the day will be
republic. Definition: a government where the people elect leaders to govern them. Examples,
Example Sentence, and Illustration will be provided by the students.

8:20-8:30 Introduction of Lesson: The students will be shown a short section of a YouTube video from the
series CrashCourse. The video provides a brief overview of the Roman Senate and introduces the
topic of the main portion of the lesson: Rome as a Republic versus Rome as an Empire. We will
discuss the video and the information it presents; ancient Romes Senate government system of
checks and balances will be stressed as it will be revisited and challenged during the lessons
instruction and assessment.

8:30-8:45 Lesson Instruction: Students will be split into two, assigned groups: One group will be arguing
for Rome to remain a republic, and the other will be arguing for Rome to become an empire. An
instructor will work with each group to help them build an argument for a class-wide debate on
whether Rome should remain a republic or become an empire. Each instructor will have
information/fact sheets on the assigned group and will read through the sheets with students in to
ensure student understanding and comprehension. Instructors will work with the students to
brainstorm arguments and discuss Romes successes/downfalls as a republic and how becoming
an empire may be beneficial/create more, different problems in the future.

8:45-9:00 Assessments/Checks for Understanding: The students will participate in a class-wide debate
on Rome as a republic versus Rome as an empire. They will be allowed and encouraged to use
the notes they took while working in their groups with the instructors. Understanding will be
gauged by whether or not students can accurately recall, apply, and adapt information to make
their arguments during the debate.

9:00

Closure/Wrap-Up/Review: Students will be asked which argument they think would have won this
debate and why. If the Roman Senate had had the chance to decide on whether Rome should
stay a republic or become an empire, what would they have chosen?
The Roman Republic was tripartite: The consuls, Senate, and assemblies/tribunes all contributed
to the governing of Rome. Their government was set up with checks and balances to prevent one
person from monopolizing all the power. As time passed, though, trouble began to rise within the
republic and the members of the government; Caesar was able to march on Rome and declare
himself dictator and, eventually, emperor.

Self-Assessment:
-Are students answering our questions? Are they asking their own because they need more

clarification on the topic, or because they do not understand the material? When they participate in
the activity-discussion, are they voicing appropriate responses?
-Ask the students at the end of the lesson for feedback on what they did/didnt like, why, and how
they think future lessons could be improved.

Name______________________________

Republic or Empire?
In class, we discussed the Roman Senate and some of the ways it was formed and functioned.
The Senate was a key feature of the Roman Republic and was responsible for advising the
Consuls on what needed to be done in the government.
Today, you are a Senator of Rome, and you have an important job. Rome may be entering upon
a new age where we leave our republic behind and become an empire under General Caesar. It
is your job to decide where Rome will be headed: Republic or empire? Circle the side you have
been assigned (Republic or Empire) and use the following spaces to take notes on your own
argument before the debate. Be sure to take notes on the other sides argument during the
debate as well so that you can make an educated decision in the end!

Side: Republic or

Empire

REPUBLIC Notes
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EMPIRE Notes
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REBPULIC Notes

EMPIRE Notes

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REPUBLIC Notes

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