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• Name: Life in the Roman Empire
• Curricular Area: History
• Subject/Grade Area: 9th Grade World History
• Duration: two Forty-Five Min Periods
0. Integration of Learning Outcomes
• Essential Questions
o How successful were these “Great” Empires in the areas of politics, economy, society, and culture?
• Big Ideas
o Roman Society was highly stratified, with clearly defined roles.
o The rich had the opportunity to create, while the poor only had time to work.
o The Romans valued artistic achievement.
• Transferable concepts
o Social hierarchy
o Slavery
1. Standards
• Pa State Standards
o 8.1.6.B – Explain and analyze historical sources.
o 8.4.3. D – Identify how conflict and cooperation among social groups and organizations affected world history.
• NCSS Standards
o V
▪ A - demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.
2. Anticipatory Set: Duration 5 min
• Writing Prompt: the students will answer the following question in their journals.
o “Does the school have a social hierarchy?”
▪ “What groups are in it?”
▪ “What does it look like?”
▪ “Do some groups have it easier than others?”
3. Procedure
• Before class, the teacher will first divide the class into one of the three following social groups based on the provided percentages.
o Patricians (Noble) (5%)
▪ Senators (5%)
o Equestrians (5%)
▪ Soldiers (50%)
▪ Merchants (50%)
o Plebeians (commoner) (60%)
o Slaves (30%)
o The teacher will then further divide the Plebeians group into different professions based again off the following percentages.
▪ Soldiers (35%)
▪ Artists (15%)
▪ Intellectuals (15%)
▪ Farmers (35%)
o The teacher will then at random, choose two of the students in the Slave social class to be gladiators.
o Finally, the teacher will choose, at random, one of the male Patricians to serve as the priest.
• The before the lesson the teacher will hand out the “life in ancient Rome” worksheets to the students, and give them their social standings, and professions.
o The teacher will then ask the students to review the worksheets the night before class for homework.
• Activity (2 class periods or about 80 min)
o The students would all carry out the roles they received in the start of the class, by performing tasks and activities that simulate what their ancient counterparts preformed
o Groups
▪ Patrician Class (5%)
• These students would experience how it was to live in the lap of Roman luxury.
• They would spend most of their time talking with each other playing musical instruments.
o Each Patrician will choose an artist or other profession to patron.
o They will ask the Plebian class to create or perform their service for them
• These students will have the best part of the classroom with plenty of food (ie carrot sticks etc) and comfort (ie big pillows)
• The Patricians have three goals during this simulation
o They will choose a plebian to Patronize.
▪ To accomplish this they will have to choose one of their Plebian students and pay them a daily allowance (of Paul Dollars), that will not be less than six Paul Dollars, for whatever good or service they produced.
o They will try to develop some laws that benefit both them and the other classes.
o Finally, since they live in the lap of luxury, these students will relax and enjoy their simulated life.
• Professions
o Two students from the class would be elected to patronize two slaves to be Gladiators
▪ These students would pay for and help prepare the two Gladiator students for a match that would go along with the Festival that would end the simulation.
o Senators: 5% of the Patrician Class will be selected to serve as Senators
▪ They will spend their time utilizing the white/chalk board develop laws that would help both them and their fellow Romans
▪ These students would be given purple scarves to denote their position
▪ Equestrians (5%)
• Were the Noble knights of Roman Society
• Many of whom had extensive military experience in high ranking leadership positions
• Professions
o Soldiers (50%)
▪ These Equestrians were the leaders of the Romans Army.
▪ These students will spend their time training and preparing with their soldiers.
o Merchants (20%)
▪ These students would serve as the sales men of the Rome classroom.
• They would use their money (Paul Dollars) to buy and sell the goods made by the other student groups.
o For example the merchants could buy artist’s or farmer’s goods and sell them to their customers.
• They would also use maps of ancient Rome to develop trade routes.
▪ Their goal would be to gather as much money as possible and to develop profitable trade routes.
▪ The Slaves (30%)
• These student would “belong” to one of the upper class members (i.e. the nobles or richer Plebeians)
o Their “owner” would decide if they could be paid, how much, and if they could work towards their freedom
o The owners could also command the slaves to do tedious household tasks.
▪ Dusting their area
• They would perform menial or boring tasks (i.e. solving lots of easy math problems or building things with blocks etc)
• Their goal would be to follow what their masters told them to do.
• Professions
o Two students would be chosen to act as gladiators
▪ They would spend their time training for the Gladiator match that would go along with the festival at the end of the simulation.
▪ They would play some competitive game to simulate the life and death struggle the Gladiators experienced. (I.e. Rock-em Sock-em Robots)
▪ The students would train until the Gladiator match at the end of the simulation.
▪ Plebeians (commoner) (60%)
• These students would hold the position of the common man in Roman Society
• They will spend most of the simulation performing their assigned profession
• Professions
o Soldiers (35%)
▪ Their goal would be to make sure “Rome” was safe
▪ They would spend their time making armor and weapons (out of cardboard), and practicing their martial skills (playing tic tac toe against each other)
o Artists (15%)
▪ The artist would take the role of the creative element in our Athens Classroom.
• They would use clay to make pots or vases or to create paintings.
• They would then take their work and try to get it sold.
• They would also respond to what their Patron wishes. (ie if they wish to have a special vase made etc)
▪ The Artists goal would be to create and sell as much art as possible
o Intellectuals (15%)
▪ These students would serve as the philosophical and educational element of the classroom Rome.
• They could work together to solve brain teasers
• They could also go around to the other groups and offer their services as educators or tutors (especially to the Patrician)
▪ Their goal would be to either solve as many brainteasers as possible correctly or serve as a tutor.
o Farmers (35%)
▪ These students would take the role of Greek farmers.
• In this role, they would provide the food for the class for sale.
o They would make wine for the class (pitchers of water) and food (carrot sticks) that the students could buy.
o About half way through the simulation the students will gather together to become the Assembly and Senate. They would work together to develop a fair tax law for the classroom Rome
o The students would carry out the different goals of their given roles, until there is about a half hour left in the final class period.
▪ At that point, the class would go to the “Coliseum” to witness a Gladiatorial battle.
• The two Gladiator slaves will utilize their “Rock-em Sock-Em Robots” and fight with each other.
• The teacher will project an image of the Coliseum at the front of the class.
• The entire class will gather around and watch, while having food and drink. The Patrician class will sit in the front center to watch the event
o After a few rounds, the Patricians will ask the crowd if the loser should live or die, and the class/crowd will reply.
▪ The students will talk and mingle for the remaining time in the class
4. Differentiation
• This lesson could be adapted to help gifted students.
o They students could create a documentary detailing the daily lives of each of the social classes, and their professions
▪ This would allow the gifted students to take command of their learning and go more in depth with the research.
• Also this lesson could be very difficult for students with Autism, because it would break away from the established structure and schedule of the class.
o The teacher could help these students by providing them with an outline of what they planned to occur.
o The teacher could also frequently check with the student to make sure they were doing ok with the lesson.
o The activity would be helpful because it would allow them to verbally interact with their peers.
5. Closure
• After the simulation was completed, the students would answer the following questions in their journals.
o How did it feel to be in your position?
▪ Did you like doing the work assigned?
▪ What were the pros and cons of your role?
o Was the societal division fair with monetary distribution, rule ect?
▪ What were the advantages, Disadvantages?
o Would your role have a modern day counterpart
▪ Does Roman society compare to modern US society?
6. Formative/Summative Assessment of Students
• Formative assessment
o The students would complete a short one paragraph essay answering the questions:
▪ “Does a successful government require a specialized or hierarchical society? Why or why not?”
▪ “Is an Empire successful if it relies on inequality?
o Also the students should add notes to their Rome Society T-Chart
7. Materials
• Paul Dollars – money
• Life as worksheets
o Life in Rome
o Life as a Patrician
o Life as a Equestrian
o Life as a Plebeian
o Life as a Slave
• Computer image of the Coliseum
• Resources for the different groups
o Patricians (Noble)
▪ Comfortable pillows
▪ Large paper or white board to develop laws for the class
• Musical instruments to play for the female nobles
▪ A large amount of the money Paul Dollars (at about 30-40 a day)
▪ Senators
• Purple scarves
o Equestrians
▪ Merchant
• Maps of Ancient Rome to plot trade routes.
• 20 Paul Dollars to buy goods from the other groups
▪ Soldiers
▪ Cardboard to make weapons and armor
▪ Paper to practice their martial tactics (playing tic tac toe)
▪ About 20 Paul Dollars a day
o Slaves
▪ Puzzles or blocks to simulate the tedious tasks
o Farmers
▪ Food (carrot sticks or apples) to take care of and sell to the other groups
▪ Water in pitchers to make “wine”
▪ About 10 Paul Dollars a day
o Merchant
▪ Maps of Ancient Rome to plot trade routes.
▪ 20 Paul Dollars to buy goods from the other groups
o Artists
▪ Clay or other art supplies
▪ About 6 Paul Dollars a day (from their patrons)
o Intellectuals
▪ Brain teasers
▪ About 6 Paul Dollars a day (from their patrons)
o Soldiers
▪ Cardboard to make weapons and armor
▪ Paper to practice their martial tactics (playing tic tac toe)
▪ About 10 Paul Dollars a day
o Gladiators
▪ Rock em sock em robots
8. Technology
• A computer projector
• Computer for teacher research
2. Reflection
• I think that this could be a very challenging yet fun exciting and engaging lesson. I think that the students would really enjoy the abstract lesson idea, and have fun actually practicing their roles. I definitely think that this lesson would evolve frequently as I taught it, but in its current version, I am pretty happy.
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