History Lesson Plan Assignment

Parsa Qureshi 17994910
Curriculum 1A: History – Lesson Planning
Lesson Plan 1…………………………………………………………………………… Page 2
Lesson Plan 2 ………………………………………………………………………….. Page 15
Lesson Plan 3 ………………………………………………………………………….. Page 24
Justification …………………………………………………………………………….. Page 33
References……………………………………………………………………………….. Page 37
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Lesson Plan 1 One

Topic area: The Stage of Learner: 4 Syllabus Pages: Page 42
Mediterranean World - Rome
Date: Monday 3rd July 2017 Location Booked: Lesson Number: 1/10
History/Geography Classroom
Time: 60 minutes Total Number of students 24 Printing/preparation:
 Printed map (x24)
 Printed fact sheet (x24)
 Printed question sheet (x24)
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson  The physical  Describe the
 Describes major periods assessment features of the geographical
of historical time and  Class ancient society setting and
sequences events, brainstorm and how they natural features of
people and societies prior to influenced the the ancient
from the past HT4-2 beginning the civilisation that society
 Uses evidence from topic to get developed there  Explain how the
sources to support an insight into geographical
historical narratives and how much setting and
explanations HT4-6 knowledge natural features
the students influenced the
already have development of
on the topic. the society
Life Skills outcomes  Review
session when
the class
concludes,
allowing each
student to
share
something
new they
have learnt.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Sustainability  Empathetic understanding

 Ethical Understanding  Significance
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
2
Intellectual Quality 1.1 Deep 1.4 Higher-order

This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, skills and ideas. 1.2 Deep 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active understanding 1.6 Substantive
construction and requires students to engage in higher-order 1.3 Problematic communication
thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students’ self
and teachers work productively in an environment clearly focused 2.2 Engagement regulation
on learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts knowledge
outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.1 Deep Viewing and discussing the content in the PowerPoint slides as well as the questions
Knowledge that the students independently work on, addresses the content points from the
syllabus. Students are covering the geographical features of the land and how those
features influence ancient Roman society.
2.5 Students’ The mapping exercise and the writing exercise allow students to work
self- independently on the content. They are instructed what to do by the teacher and
regulation are given the time to complete those tasks.
3.2 Cultural Discussion of the images in the PowerPoint slides introduce the students to the
Knowledge cultural lives of the ancient Romans. Exploring the way the natural features of the
land were used provide students with an insight into the lifestyle of the Romans.
Time Teaching and learning actions Organisation Centred

T/S
5 Students enter classroom and settle Teacher: Takes the roll. T
min down. Teacher takes the roll.
Student: Takes out
Introduction: Teacher tells students that workbooks and is
today they will be starting a new topic on prepared to start.
Ancient Rome.
Resources: Roll call list.
3
10 Teacher writes ‘What do we know about Teacher: Encourages S

min Rome’ in a bubble on the whiteboard. students and records
Question to students: their responses on
“What do we already know about Rome? board.
Let’s go through what facts and
information you are already aware of”. Student: Partake in class
Initiate collective class brainstorm. brainstorm.
Teacher writes down student responses,
any pre-known knowledge about Rome Resources: Whiteboard,
as a mind map on the whiteboard to Whiteboard marker
introduce students to the topic (Includes
information about the Roman Empire, its
rulers, life in Rome, famous people of the
empire etc).
Teacher instructs students to copy down
in their workbooks.
Geography of Rome Teacher: Show images to T/S
30 Project a map of ancient Rome on the students, and ask them
min board and discuss with students the questions about it. Give
importance of geography to ancient them time to respond
empires. and acknowledge their
- Can the geographical features of an answers. Explain to
empire affect it? How? students the role of
geographical features of
Also ask students: the land and how that
- What geographical features could be affected the Roman
useful to the Roman Empire? empire. Discuss their
(Land, water bodies) answers with them.
Show students images of features of Student: View images

ancient Rome (PowerPoint) and describe and respond to
their effectiveness in shaping ancient questions. Write out
Roman society. Questions include: features on map.
 Look at the location of Rome, what
advantages/disadvantages does it Resources: Projector,
have? PowerPoint slide with
 What can you identify about the map and images of
land? How do you think the Romans Ancient Rome (prepared
made use of it? in advance by the
(Trade, War, Farming) teacher). Printed copy of
map of ancient Rome
Images include: (x24) for students.
 Map of Roman Empire
 Sources depicting agriculture (Ask
students about the type of source ie.
Painting, mosaic, carving, stonework
and what it shows )
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 The Tiber River – including

agricultural features surrounding it
(What it was used for? How that
helped the Empire?)
 Settlements (What their style and
setting represent? How is the land
used in this setting?)
 Sustainability: From the images you
have seen, what can you say about
the Romans and sustainability of the
land? Were they sustainable? (i.e.
through farming techniques)
Mapping
Hand out to students printed image of
the map. Ask them to point/mark out the
geographical features just discussed
(Seas/Water bodies, Land, Borders,
Capital of Empire) and glue image of map
into their books.
10 Writing Exercise Teacher: Provides S
min Teacher hands out to students a fact students with fact sheet.
sheet containing information about the Provides students with
geography and natural features of Rome. question sheet. Give the
Also hands out question sheet. students time to work
Using the information just discussed on the questions. Select
through the PowerPoint slides, the map a few students to share
and this fact sheet, ask students to their response with the
answer the questions on the sheet class.
independently.
(Note: Teacher should encourage Student: Writes answers
students that their responses should be to the questions
at least a couple of sentences long). independently.
 Why was Rome’s location so
favourable? Resources: Printed fact
 How did its geography help Rome sheet (x24). Printed
grow? question sheet (x24).
 Are they any elements of
sustainability that the Romans lived
by?
After they have finished, teacher calls on

random students to share their answers
with the class. Ask students to glue the
answered question sheet and the fact
sheet into their workbooks.
5
5 Review Teacher: Go through all S

mins The teacher goes through each student in the students in the class
the class, asking them to share any one and ask them to share
thing they have learnt about Rome today, something they learnt
or anything interesting they discovered, today as a means of
including any piece of information that wrapping up the lesson.
they previously had incorrect knowledge Ensuring that each
about etc. student is able to
provide a response.
Student: Share with the

teacher and rest of the
class information they
have learnt about Rome.
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In a discussion based activity, it is important to inquire and question the students on what
they are able to derive from the content they are viewing (PowerPoint Images), as this
allows them to engage with the content and gets them thinking critically about the topic.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Describes major periods of The class mind map activity focuses on the ancient
historical time and Romans and enables students to identify significant
sequences events, people features of the Roman Empire, including facts, people
and societies from the past and their society.
HT4-2 Discussion following the PowerPoint also explores the
nature of the ancient Roman society, with prompting
questions posed to students.
Uses evidence from sources Some sources viewed in the PowerPoint, provide
to support historical evidence to students about the way the natural
narratives and explanations features of Rome were utilised.
HT4-6
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Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Standards Evidence within this lesson

2.2 Content selection The content has been organised in a sequence. An
and organisation introduction to Rome through a mind map is followed by
describing to the students the natural features and
geography of Rome. Students then use what they have
learnt and implement it in a mapping activity and
independent writing exercise.
3.4 Select and use The PowerPoint slides present to students a range of images
resources including sources, the fact sheet also provides information
about ancient Rome. Students use both resources to
develop their written response.
3.5 Use effective It is the role of the teacher to encourage students thinking
classroom in the mind map activity. Also, when viewing the
communication PowerPoint slides the teacher not only describes and
explains the features to students but also prompts inquiry
questions to the students and discusses with them, their
responses.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
It is important to ensure that during the discussion of ancient Rome ethical

considerations are taken into perspective. Students should be respectful of the past,
of the ancient society and be aware that they are studying ancient Rome without any
judgement of the characteristics of this past society.
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References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
Ancient Rome Farming [Image] Retrieved July 29, 2017, from

https://au.pinterest.com/pin/290622982175016089
Harvesting Grapes [Image] Retrieved July 28, 2017, from

http://factsanddetails.com/world/cat56/sub369/item2049.html
Palatine Hill [Image] Retrieved July 29, 2017, from

http://nsms6thgradesocialstudies.weebly.com/ancient-rome.html
Roman Agriculture [Image] Retrieved July 28, 2017, from

https://en.wikipedia.org/wiki/Roman_agriculture
Roman Empire [Image] Retrieved July 28, 2017, from

http://wps.ablongman.com/wps/media/objects/262/268312/art/figures/KISH106.jp
g
Roman Empire 200 A.D [Image] (2017). Retrieved July 30, 2017, from
http://resourcesforhistoryteachers.wikispaces.com/7.35+On+a+historical+map%2C+
identify+ancient+Rome+and+trace+the+extent+of+the+Roman+Empire+to+500+AD+
%28CE%29
The Geography of Ancient Rome. (n.d.). Retrieved July, 30 2017, from

https://www.eduplace.com/ss/socsci/ca/books/bkf3/reviews/pdfs/LS_6_13_01.pdf
The rise and fall of the Roman aqueduct [Image] (December 6, 2016) Retrieved July 30, 2017,
from http://interestingengineering.com/the-rise-and-fall-of-roman-aqueducts/
Tiber River [Image] Retrieved July 29, 2017, from https://www.haikudeck.com/copy-of-

chapter-7-ancient-rome-uncategorized-presentation-kAgdfttGqE#slide4
Tiber Valley Land Use [Image] Retrieved July 29, 2017, from
https://thebournechronicles.wordpress.com/2010/10/12/tiber-river-valley-land-use/
8
Resources Attached:
You must list all the resources that you have created or found in this space.
 Resource 1: PowerPoint Slides created by Teacher
Slide 1
Slide 2
9
Slide 3
Slide 4
10
Slide 5
11
 Resource 2: Map provided to students
Map of the Roman Empire

What features can you identify?
Map sourced from:

http://resourcesforhistoryteachers.wikispaces.com/7.35+On+a+historical+map%2C+ide
ntify+ancient+Rome+and+trace+the+extent+of+the+Roman+Empire+to+500+AD+%28CE
%29
12
 Resource 3: Fact Sheet
Fact Sheet:
Rome’s Geographic Location
Hills and River
• In reality, Rome was settled by Latins

- the spot had mild climate, good farmland, strategic location
• Built city on seven hills that could be defended

- farmed at base of the hills; lived on hilltops
• City was close to Mediterranean Sea and its trade routes

- lay next to Tiber River, which aided trade and provided protection
Italian Peninsula
• Romeʼs location on Italian Peninsula helped its development

- peninsula land surrounded on three sides by water
• Roman ships could sail to other lands surrounding Mediterranean

- helped in conquering new territories, developing trade routes
• Alps, Apennines mountains protected Rome, but didnʼt isolate it
• Italyʼs large plains made farming easier than in Greece
Fact sheet sourced from:

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 Resource 4: Question Sheet
Answer the following questions
A) Why was Rome’s location so favourable?
B) How did its geography help Rome grow?
C) Are there any elements of sustainability the Romans lived by?
Questions A and B sourced from:

14
Lesson Plan 2
Date: Wednesday 5th July 2017 Location Booked: Lesson Number: 2/10
Computer Labs
Time: 60 minutes Total Number of students: 24 Printing/preparation:
Printed Titles and Roles sheet
(x24)

Syllabus outcomes Lesson  Roles of key  Outline how the
 Describes major periods assessment groups in the ancient society was
of historical time and  Kahoot Quiz ancient society, organised and
sequences events, on including the governed including
people and societies influence of law the roles of law and
from the past HT4-2 and religion religion
 Describe the roles
of appropriate key
Life Skills outcomes groups in the
ancient society, e.g.
the ruling elite, the
nobility, citizens,
bureaucracy,
women and slaves
 Civics and citizenship  Empathetic Understanding

 Difference and diversity  Significance
15

learning.
among students.

element
1.1 Deep In this lesson students are focusing on the roles of key individuals in the Roman
Knowledge society through the research activity. Through the TPS strategy students address the
connection between those roles and the political and religious structure of Rome.
2.2 The research task allows students to be engaged in finding content as it provides
Engagement them the opportunity to research at their own pace. Also, the TPS activity engages
students with one another in their thinking skills to come up with meaningful
answers.
3.4 Inclusivity All students in the class are required to participate in the activities, including
students who are gifted, have an adjustment activity provided for them. Also,
students who have learning difficulties are paired with students in the TPS activity in
order to generate an inclusive and supportive learning environment.

T/S
10 Students enter into the computer Teacher: Takes the attendance roll T
min labs and settle down. The teacher
takes the roll, students are told not Student: Enters into classroom and
to log on to the computers just yet. settles down
Resources: Roll call list
16
The teacher introduces the students

to the next topic in their study of
ancient Rome: the organisation of
the Roman society and the roles of
key individuals. Writes up the
heading on the whiteboard.
Teacher conducts a brief class

discussion
 What are the essential features
of a society? What makes up a
society?
15 Research Activity Teacher: Hands out pre-prepared S

min Teacher hands out activity worksheet to students. Allow time for
worksheet to each student. The students to research and fill out
worksheet has titles listed and space worksheet.
to describe the role of that title to As students are working, the teacher
the society. The students are goes around and monitors the
required to individually research the students, ensuring they are on the
roles played by each title, using the right track and not misusing the
computers and fill out the internet.
worksheet.
Student: Uses the computers to
Teacher briefly explains to students research the roles played by each
the safe use of the computers, title in the worksheet, completes
making sure students use the answers.
internet ethically for the content set
only. Resources: Computers, Worksheet
printed (x24)
The worksheet is in a table format
with the list:
 Religion in Rome
 Social Class
 Citizens
 Bureaucracy
 Women
 Slaves
Students glue the completed sheet

into their exercise books
Adjustment: Talented and gifted

students can also research about the
political structure of the Roman
society, such as:
17
 How the republic was formed

and the way the structure of
the political system shaped the
functioning of the society as a
whole.
 What impact did those roles
(above) have to the society?
20 Video and TPS Teacher: Plays video on political S
min Students watch a video about the structure and video on religion.
organisation and political structure Writes question on the board for the
of Rome. Students required to take TPS activity.
down notes whilst viewing the video.
Students watch second video about
religion in Rome (only till 1:12) also Student: Views both videos whilst
take down notes. taking down notes.
In pairs works on the question on the
Applying the Think-Pair-Share board.
strategy students get into pairs,
ensuring that students who have
learning difficulties are paired with a Resources:
partner without any learning Video on political structure
difficulties to include them in the https://www.youtube.com/watch?v=
mainstream and support them in 3B5pGiWptb4
their learning. Students answer the
following question in their exercise Video on Religion
books. https://www.youtube.com/watch?v=
KLTwtGyqoSM
 Using the research you have
collected and the information
from the videos, comment on
the way the society and
organisation in Rome was
influenced by political structure
and religion.
Students then report their answers

back to the class.
15 Kahoot Quiz Teacher: Provides Kahoot quiz code S

min to students.
Students participate in Kahoot Quiz
activity to recount and assess them Student: Students enter code onto
on what they have learnt in this the Kahoot webpage and begin the
lesson. All students partake in it quiz.
individually.
Resources:
Code: 25929
18
https://create.kahoot.it/#quiz/dcd2fb
ad-088d-41fb-b4bc-4a724453ba49
Reflection
Most of the lesson is student centred learning, a focus on the students whether that is
working independently or with a partner is a good way to allow the students to work at their
own pace and skill. While it is important for the teacher to guide them, allowing them to
work independent from the teacher can also provide a different classroom setting for them
to work with.

 Describes major periods The research task enables students to research into
of historical time and the past society, specifically the roles of people and
sequences events, key individuals and their place in the Roman society.
people and societies The Kahoot quiz at the conclusion of the lesson tests
from the past HT4-2 their knowledge on this outcome using the
information students have gathered from the video,
the research task and the TPS activity.
standard.
Graduate Standards Evidence within this lesson

1.5 The research activity includes an adjustment for students who
Differentiate have higher learning needs. This includes more challenging
teaching to meet the questions they are to research about. Similarly, the TPS
specific learning strategy allows students to work together thus creating a
needs of supportive learning space where students specifically those
students across the who have a learning difficulty can feel supported.
full range of abilities
2.6 The research activity involves ICT use where students are
Information and required to conduct their own research through the internet to
Communication form responses for their worksheet. Also, students view two
Technology (ICT) videos which will expand their knowledge on the topic and are
required to record information from it.
3.3 Use teaching The Think-Pair-Share strategy gets students working in pairs to
strategies think about the question, discuss with a partner and write a
response to it before sharing it back with the class.
19
4.5 When students start the research task, teacher briefs students
Use ICT safely, on using the internet safely and responsibly. While they are
responsibly and undertaking this task the teacher go around the class to
ethically monitor student use of ICT.
5.1 The Kahoot quiz at the conclusion of the lesson is a method of
Assess student formative assessment to assess students on the content they
learning have learnt in the lesson, ensuring every student is successfully
able to complete the quiz.
6.1 Identifying professional learning needs whilst teaching
Identify and plan students such as explaining the ICT safety issues and
professional learning developing adjustments in the lesson to cater to student
needs needs.
WHS
The safe and ethical use of the computers and internet. To ensure that students do
not go off track or misuse this opportunity to utilise the internet in their class
activities. Also ensuring students are moving safely and carefully around the lab,
without causing any damage to the equipment (computers and setup).
References (In APA)

in this space.
History Videos 100. (2017, January 2). Roman Society and Political Structure [Video File].
Retrieved from https://www.youtube.com/watch?v=3B5pGiWptb4
Mr Chief FTW. (2012, August 2). Religion – Ancient Roman [Video File]. Retrieved from
https://www.youtube.com/watch?v=KLTwtGyqoSM
Roman Republic Political Structure (n.d.) Retrieved August 3, 2017, from
https://create.kahoot.it/#quiz/dcd2fbad-088d-41fb-b4bc-4a724453ba49
20
Resources Attached:
You must list all the resources that you have created or found in this space.
 Resource 1 Titles and Role Worksheet created by teacher
Description of role/place in society
Religion in
Rome
Social Class
Citizens
Bureaucracy
Women
Slaves
21
 Resource 2 Video on Political Structure

https://www.youtube.com/watch?v=3B5pGiWptb4
 Resource 3 Video on Religion

https://www.youtube.com/watch?v=KLTwtGyqoSM
22
 Resource 4 Kahoot Quiz created by Teacher
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Lesson Plan 3
Date: Friday 7 July, 2017 Location Booked: Lesson Number: 3 /10

History/Geography Classroom
Time: 60 minutes Total Number of students: Printing/preparation
24 Information Sheets (x6)
A-3 paper for group activity

Syllabus outcomes Lesson  Roles of key  Describe the
 Describes major periods assessment groups in the everyday life of
of historical time and ancient society, men, women and
sequences events,  Students including the children in the
people and societies given influence of law ancient society
from the past HT4-2 homework, and religion
 Describes and assesses which the
the motives and actions teacher will
of past individuals and check in the
groups in the context of next lesson
past societies HT4-3
 Selects and uses
appropriate oral, written,
visual and digital forms
to communicate about
the past HT4-10
Life Skills outcomes
 Intercultural Understanding  Perspectives

 Difference and Diversity  Empathetic Understanding
24

learning.
among students.

element
1.6 Substantive Students are engaged with the topic, the group activity requires them to
communication communicate with each other and decide where they are going with their
poster/role play. Students who decide to role play are also communicating the
content and what they have learnt.
2.6 Student Students are able to choose the way they wish to present, using the poster or a
direction role play. Students with diverse needs can also choose through story-telling,
drawings or more explicit explanations.
3.1 Background Students have covered the organisation of the Roman society and its political and
Knowledge religious structure. This lesson builds on that background information for students
to discover the lives of men women and children in the context of that society.

T/S
5 Students enter classroom and settle down. Teacher: Marks the roll, gets S
min Teacher marks the roll. The teacher is to tell students to form groups of 4.
students to get into groups of 4.
Student: Gets into groups of
Teacher writes up the task set for homework 4 with their peers. Total of 6
on the board, so students can copy it into groups.
their diaries at the end of the lesson.
Resources:
25
15- Each group (total 6 groups) is given a topic Teacher: Get students to pick S
20  Men a topic from papers in the
mins  Women hat. Provide each group with
 Children (Boy/Girl) A-3 paper, information sheet
 Slaves (Male/Female) and laptop.
The topics are given to each group at Student: Researches key

random, teachers can write topics on small information for their
sheets of paper and get one student from character, creates poster or
each group to pick the topic from a hat. script.
Each group is given a sheet of paper with Resources: Laptops (x6)

information about their chosen character. sheets of A-3 paper,
Students are provided with a laptop information sheets (x3)
(borrowed from the library prior to
commencement of class) to conduct
additional research into the life of their
character.
Students are given an A-3 sheet of paper to

create “A day in the life of a …” (chosen
character).
Students are told to be creative in their
poster displays and can also create a script to
act out/role play their character.
As students are researching and creating, the

teacher visits each group to guide them and
ensure they are on the right track.
35 - Presentation Teacher: Calls up each group S
40 Allow each group 5-7 minutes to present. to briefly present the
mins Students explain what information they have information they have found
found and also display their poster to the rest describing the day in the life
of the class. Students who wish to role play of their character.
can act out scenes in the life of their
character. Student: Present their
completed poster/role play
Adjustment: Students with diverse learning to the class. Copy down the
needs can choose a different form of homework task into their
presentation (guided by teacher) that is, diaries.
whether they choose to include a story-
telling of the character, a drawing or a more Resources:
detailed research description which can fit
into their group work.
Homework: Students write (about half a

page to a page) about how it would feel like
26
to be living in ancient Rome. How would they

feel? And what would be the differences in
their lifestyle between the ancient society
and our modern day one.
Reflection
That providing students the opportunity to be creative is important as it moves them away
from more traditional classroom practices. Students are given the opportunity to work in
small groups, conduct their own research and create. It enables them to have a more
engaging and fun lesson.

Describes major periods of In this lesson students are focusing on the everyday
historical time and lives of men, women, children and slaves in ancient
sequences events, people Rome.
and societies from the past
HT4-2
Describes and assesses the Students use the information sheet provided to them
motives and actions of past and conduct additional research into the daily lives of
individuals and groups in these individuals in Rome. Students present the
the context of past information they have found.
societies HT4-3
Selects and uses Students create a poster, act in a role play activity, use
appropriate oral, written, drawings, storytelling and description to present to
visual and digital forms to the class the daily life of their assigned character.
communicate about the Students present their work from the perspective of
past HT4-10 the individual from ancient Rome.
standard.
27
Graduate Evidence within this lesson

Standards
1.1 Physical, social This lesson follows a more creative approach yet offers various
and intellectual ways to do it by. Students work together and conduct research
development then present that information to the class. The presentation is
and characteristics various ways role play, poster display, storytelling etc. so students
of students can choose which they are more comfortable with.
2.2 Content The group work breaks students into groups and provides each
selection and group with a different topic. Each group presents their topic at the
organisation end which allows all parts of the content to be covered in an
organised and structured manner.
4.2 Manage The teacher organises the class and provides clear instructions on
classroom what they are required to do. Students are divided into groups and
activities provided the information from which to work with.
WHS
To ensure that students are using the laptops correctly, that they are not misusing
this opportunity to use the internet for some research and are focused on the task at
hand. Also ensuring that as it is group work and involves creativity and imagination
in the presentation of the content, students are moving around the classroom
responsibly keeping in mind of their peers.
References (In APA)

in this space.
Roman Children. (n.d.). Retirved Ausgust 5, 2017 from

http://rome.mrdonn.org/children.html
Roman Families. (n.d.). Retrieved August 5, 2017 from

http://rome.mrdonn.org/families.html
Slaves Ancient Rome. (n.d.). Retrieved August 5, 2017 from

http://rome.mrdonn.org/slaves.html
Status of Women in Ancient Rome. (n.d.). Retrieved August 5, 2017 from

http://rome.mrdonn.org/women.html
28
Resources Attached:
 Resource 1 Roman Families information sheet, given to group doing ‘Men’
Roman Families
For Romans, family was the most important thing. The whole family would all live together
in one house or apartment. The family included all unmarried sons and daughters, as well
as married sons and their wives. Married daughters went to live with their husband's
family.
The family was ruled by the paterfamilias. (Also spelled pater familias) This was always the
oldest male in the family. Father, grandfather, uncle, oldest brother, whoever was the
oldest male was the absolute ruler of the family. The paterfamilias owned all the family's
property and had the power of life and death over every family member. The paterfamilias
was also responsible for teaching all the younger males both academics and trades, but also
how to act in society.
The paterfamilias was responsible for all the actions of the family. If someone in the family
got in trouble, the paterfamilias had to pay the consequences. The paterfamilias could exile
members of the family, beat them, sell them into slavery, even kill them with no threat of
reprisal.
The paterfamilias was expected to treat his family with fairness and compassion and if he
did not, that person would be shunned by the rest of Rome.
Under the kingdom, and then under the republic, women had no rights. A woman's role
was to teach her daughters how to behave, and to bear and raise children. Under the
empire women received some rights. They could own property, inherit, even get a paid job.
Children were loved. They were educated to the best of a family's ability to do so. They
were allowed to play and visit friends. But they were also trained to obey elders. You never
talked back to an elder Roman. You never talked back to your family. Doing those things
could actually get you thrown out of the house, exiled by the paterfamilias, and never
allowed back.
Romans did adopt children. If children were captured in a conquest, they were brought
back to Rome. Some were made into slaves, but many others were adopted into Roman
families and raised to be good Roman citizens. A wealthy family could also adopt a plebian
child. This happened when the patrician family had no children or heirs.
In fact, you could be adopted into a Roman family even if you were an adult. Julius Caesar
adopted Octavian, after he had proven himself in battle. He was to be Julius Caesar's
heir. (Octavian changed his name to Augustus, and ultimately became the first Roman
emperor, after Caesar was assassinated, and after a civil war placed him in power over the
objections of several statesmen, including Cicero.)
29
Older people were treated with honor. The family respected the wisdom and experience
that older people had. Within a family, the elders were allowed to work or play as they
wanted. This is because Romans believed that the spirits of the elders would bother them if
they were treated badly in life.
Most household slaves were well treated. Since they were property and cost money, they
were given good care so that they could provide good work. However, they were property
and could be sold. On the reverse side if they gave good service, they could be freed and
even adopted into the family.
 Resource 2 Roman Women worksheet, given to group doing ‘Women’
Roman Women
In ancient Rome, all women were under an adult male guardian. That guardian was the
oldest male in the household be it a father, grandfather, husband, uncle, or even oldest
male child.
Women were the center of the household. The wife of the guardian was responsible for
taking care of the home and family. The wife of the guardian was also responsible for
teaching all the younger women how to cook, sew, be good wives and run a household.
There were three classes of women - full citizen, foreign (alien) and slave. Women, whether
they were a "full citizen" or not, could not vote or hold office. For hundreds of years, women
could not own property, inherit goods, sign a contract, work outside the home, or run a
business. They could not defend themselves in court. They had no rights. A woman was
under the full authority of her husband's head of his family (oldest male) and had no legal
say in much of anything. So, although women might be given the title of full citizen, they did
not have the rights of a full citizen. The title was mostly for the purpose of marriage. The
purpose of marriage in ancient Rome was to produce citizens. If a Roman citizen (male)
wanted his children to automatically be Roman citizens themselves, he had to marry the
daughter of two Roman citizens. There were other ways for his children to become citizens,
but that was the easiest.
 Resource 3 Roman Slaves, given to groups doing ‘male and female slaves’ (x2)
Roman Slaves
Slaves were an important part of Roman life. Slaves did everything in the Roman world. The
Romans kept people they conquered, mostly the soldiers and women, as slaves for a while.
But anyone from a newly conquered land could be made a slave. If found guilty of a crime,
you might find your punishment was to be a slave. If you were kicked out of your family for
30
whatever reason, you might be forced into slavery having no other way to survive. The
Romans had so many slaves that at times the slaves outnumbered the citizens in Rome.
Slaves were considered property and had no legal rights. Slaves could be sold. Slaves could
be freed by their master. Slave children could be adopted into a Roman family, and were
then treated like any other Roman child.
Slaves with skills or education worked as teachers, accountants, doctors, engineers,

craftsmen, and served in the homes of the wealthy. Most of these slaves were treated well.
Greek slaves especially were in high demand because they were well educated. Skilled
slaves were allowed to earn money and keep it.
Slaves without special skills were sent to work on the farms, on ships, in the mines and mills,
and in the games. Their life was brutal. Slaves did revolt from time to time. The most famous
revolt was led by Spartacus who was a slave in the gladiator pens. He and other gladiator
slaves revolted and for years they fought against Rome. They lost.
 Resource 4 Roman Children, given to groups doing Roman boy and girl (x2)
Roman Children
Children were educated to the best of a family's ability to do so. They were allowed to play
and visit friends. But they were also trained to obey elders. You never talked back to an
elder Roman. You never talked back to your family. Doing those things could actually get
you thrown out of the house, exiled by the paterfamilias (the male head of the family), and
never allowed back.
Both boys and girls wore a special locket, given to them at birth, called a bulla. A bulla was
an amulet, a protective charm against evil. Girls wore their bulla until their wedding night,
when it was set aside with other childhood things, like her toys. Boys wore their bulla until
they were 16 or 17 and became a full Roman citizen, with the right to vote and hold office
and marry.
Both boys and girls wore tunics. Boys wore tunics down to their knees, with a crimson
border. In the home, girls wore a simple tunic with a belt at the waist. When girls went
outside, the wore a tunic that reached their feet. Children were not allowed to use the
public baths. They bathed at home or in the river.
Both boys and girls played with toys. Boys played war games, and had wooden swords, little
soldiers, and chariots with wheels. Girls played with dolls, and dollhouses, and tiny sets of
dishes. Both boys and girls played board and ball games, like tic-tac-toe and knuckleball
(jacks).
Romans did adopt children. If children were captured in a conquest, they were brought
back to Rome. Some were made into slaves, but many others were adopted into Roman
families and raised to be good Roman citizens and wives. A wealthy family could also adopt
a plebian child. This happened when the patrician family had no children or heirs.
31
Most boys and girls were educated at home. If the family could afford it, boys might also
attend school and study reading, writing, math, oration, and how to be a good Roman
citizen. Educated slaves were often their teachers. Greek slaves especially were in high
demand as teachers for Roman children. It was the woman's job to teach the girls how to
be good wives and mothers. The paterfamilias (the oldest male in the family) was
responsible for teaching all the younger males in the family both academics and trades, and
also how to act in society.
Children had no rights, but there was a protective custom or system in ancient Rome. The
paterfamilias (the oldest male in the family) was expected to treat his family with fairness
and compassion and if he did not, that person would be shunned by the rest of Rome.
32
Justification
The three lesson plans in this task are designed for a stage 4 class, specifically for Year 7
students. The class consists of students with average level abilities along with a few students
who are highly talented and some students with learning difficulties. The topic for these
lessons is focused on Ancient Rome, part of the depth study for the Mediterranean World.
In the first lesson, the students are introduced to the topic of Rome and explore its
geography and natural features. As this is an introductory topic, students focus on prior
knowledge to the topic, through a class mind map at the beginning of the lesson. This not
draws on information that students already know about the topic and is a good way for
students to settle in to the unit before addressing the larger aspects of it.
One of the methods in which students are taught the content is through discussion.
Students view PowerPoint slides which present the physical and geographical features of
Ancient Rome as well as sources and settlements depicting the way the natural features
were utilised. As the teacher goes through each image, questions are posed to the students,
questions which prompt thought and get students responding critically. This initiates a
discussion on the topic and communication between teacher and students in this manner
allows for students to grasp the knowledge and understand the content as they go.
Providing students with a mapping activity is a crucial part of the lesson, as it allows them to
point out features on the map using the information they have just obtained from the
discussion. This is followed by a writing exercise where students essentially demonstrate
their understanding of the concept taught. Both these activities give room for students’ self-
regulation, as outlined in the Quality Teaching Framework. Students have obtained the
information and are given time to independently demonstrate their understanding of it.
33
The second lesson plan introduces students to the organisation and political structure of
Rome as well the role of key individuals. Students develop their understanding of this
content through undertaking an independent research task. Students are given a worksheet
and are required to research the contribution each title on the list had to the ancient Roman
society. Researching about the required knowledge individually is beneficial to students as it
sets a space for them to be in charge of their own learning. Here, students are researching
and in the process are able to successfully describe people and societies from historical
time. The task can also be adjusted to meet the needs of diverse students such as those who
are highly talented. Simply researching about the roles of individuals in ancient Roman
society may risk boring those students or causing them to lose interest in the topic.
Therefore an adjustment includes thought-provoking questions of a higher standard, which
enable students to critically respond. Keeping this adjustment as an internet research task
also ensures that these students have something in common with the rest of their peers and
do not feel completely separated from the lesson that the class is doing.
In this lesson students also view a video which provides them with further information
about the topic, this is followed by the TPS strategy, through which students get into pairs
and discuss key points before sharing it with the rest of the class. The implementation of the
think, pair and share strategy is beneficial for students as it allows them to learn more with
the help of their peers (Radhakrishna, Eqing & Chikthimmah, 2012). Students will be
engaged in conversation which will allow them to think critically in order to apply the
information they have learnt (Radhakrishna, et al, 2012). This strategy applied in the class
enables students to use the information obtained from the video clip as well as their
individual research and conversation with their peers to formulate a meaningful and
sustained understanding of the topic, whilst also ensuring that each child is fully
34
participating. This activity can be especially helpful to students who have learning difficulties
as they will be supported by a peer and will be collaborating their thoughts and ideas to
produce a response. Here the teacher needs to ensure those student are paired with a
partner who will be able to support them correctly.
This lesson concludes with a Kahoot quiz created by the teacher. This quiz represents a style
of formative assessment and enables the teacher to get an understanding of how well the
students have grasped the topic as well as allowing students’ to test how well they know
their content. This approach allows students to be actively involved through the quizzes
online interactive nature whilst also assessing their understanding of the lessons.
The final lesson plan draws extensively on student’s background knowledge, it incorporates
facts learnt in the previous lesson. As students are already aware of the base of the lesson,
it means that due to their previous knowledge they are now able to make connections
between the contents (Fisher, Frey & Lapp, 2012). They use their existing knowledge to
build upon the content, thus being able to create better understandings of concepts (Fisher,
et al, 2012).
Students are divided into groups and are given a topic each, these topics include the titles
researched by students in the previous lesson. Each group is provided with an information
sheet on the topic as well as a laptop to conduct additional research. Students work
collaboratively to create a piece of work which represents the perspective of their chosen
title. By engaging in a group activity, student learning experiences are more effective,
creating a social pedagogy environment in the classroom (Blatchford, Kutnick, Baines &
Galton, 2003).
35
Students are encouraged to be creative in their responses and are required to create a
poster display and/or a roleplay activity to present their findings. Students with diverse
needs are also given the opportunity to create a drawing, form a narrative or construct a
more detailed description of their topic.
The final lesson in this set is designed to produce a light and creative environment. Students
are using the knowledge obtained so far and are applying it to represent that in a creative
form. Overall, most of the pedagogy used in this lesson include teacher supported
environments, and opportunities for students and teachers to engage in meaningful
discussion. Students are provided with content information and also conduct their own
research and other independent tasks. Strategies such as the TPS and group work allow
students to work collaboratively to generate information.
36
References
Blatchford, P., Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom
group work. International Journal of Educational Research, 39, 153-172. Retrieved from
http://ac.els-cdn.com.ezproxy.uws.edu.au/S0883035503000788/1-s2.0-
S0883035503000788-main.pdf?_tid=8ee96382-7dc7-11e7-9ca5-
00000aacb361&acdnat=1502368351_d7e5a0ec85403ea2aaec28b550b7b1f9
Fisher, D., Frey, N., & Lapp, D. (2012). Building and Activating Students’ Background Knowledge: It’s
what they already know that counts. Middle School Journal, 43(3), 22-31. Retrieved from
http://www-tandfonline-
com.ezproxy.uws.edu.au/doi/pdf/10.1080/00940771.2012.11461808
Radhakrishna, R., Ewing, J., & Chikthimmah, N. (2012) TPS (think, pair and share) as an
active learning strategy. NACTA Journal, 56(3), p.84. Retrieved from
http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?&id=GALE|A305837077&v=2.
1&u=uwsydney&it=r&p=AONE&sw=w&authCount=1
37

History Lesson Plan Assignment

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History Lesson Plan Assignment

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Parsa Qureshi 17994910

Curriculum 1A: History – Lesson Planning

Lesson Plan 1…………………………………………………………………………… Page 2

Lesson Plan 2 ………………………………………………………………………….. Page 15

Lesson Plan 3 ………………………………………………………………………….. Page 24

Justification …………………………………………………………………………….. Page 33

Lesson Plan 1 One

Outcomes Assessment Students learn about Students learn to

 Sustainability  Empathetic understanding

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

10 Teacher writes ‘What do we know about Teacher: Encourages S

Show students images of features of Student: View images

 The Tiber River – including

After they have finished, teacher calls on

5 Review Teacher: Go through all S

Student: Share with the

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

It is important to ensure that during the discussion of ancient Rome ethical

References (In APA)

Ancient Rome Farming [Image] Retrieved July 29, 2017, from

Harvesting Grapes [Image] Retrieved July 28, 2017, from

Palatine Hill [Image] Retrieved July 29, 2017, from

Roman Agriculture [Image] Retrieved July 28, 2017, from

Roman Empire [Image] Retrieved July 28, 2017, from

The Geography of Ancient Rome. (n.d.). Retrieved July, 30 2017, from

Tiber River [Image] Retrieved July 29, 2017, from https://www.haikudeck.com/copy-of-

 Resource 1: PowerPoint Slides created by Teacher

 Resource 2: Map provided to students

Map of the Roman Empire

Map sourced from:

 Resource 3: Fact Sheet

• In reality, Rome was settled by Latins

• Built city on seven hills that could be defended

• City was close to Mediterranean Sea and its trade routes

• Romeʼs location on Italian Peninsula helped its development

• Roman ships could sail to other lands surrounding Mediterranean

• Alps, Apennines mountains protected Rome, but didnʼt isolate it

• Italyʼs large plains made farming easier than in Greece

Fact sheet sourced from:

 Resource 4: Question Sheet

Answer the following questions

A) Why was Rome’s location so favourable?

B) How did its geography help Rome grow?

C) Are there any elements of sustainability the Romans lived by?

Questions A and B sourced from:

Outcomes Assessment Students learn about Students learn to

 Civics and citizenship  Empathetic Understanding

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Resources: Roll call list

The teacher introduces the students

Teacher conducts a brief class

15 Research Activity Teacher: Hands out pre-prepared S

Students glue the completed sheet

Adjustment: Talented and gifted

 How the republic was formed