The forum will not borem



The forum will not borem

“difficile est tenere quae acceperis nisi exerceas”

(Latin expression meaning: It is difficult to retain what you may have learned unless you should practise it.)

What is a Forum?

A forum in ancient Rome was a public square or even a market in a city where business meetings were held.

Subject: History (Ancient Rome)

Please note that the following idea is adaptable and can be applied to other historical time periods and or places.

Time required: Minimum 3 class sessions (depending on time per period)

Lesson Idea: (brief description)

Students are divided into two competing company research teams. They travel back in time. The teacher assumes the role of a real estate investor who has hired two companies to conduct market research. One company does not want the investor in Ancient Rome and is trying to persuade Mr. Virgil, the investor, why he needs to find another place. Students are given information as to what a real company would be interested in doing.

The other company has been hired to conduct market research persuading the investor that Ancient Rome actually the best place to invest their money. They do the same as mentioned above however their goal is to present an argument (case) for investing in Rome.

Students are given contracts and rules incorporating business ethics and conduct in meeting rooms.

The day of the presentation students must dress appropriately as if they are in a formal business meeting environment.

Students are assessed individually and as a group. Students work first individually and then work together as a group.

A structure of how they are to present and taking turns is supplied to students and is included as a part of business conduct.

Students learn and are assessed on the following:

• Research Skills

• Cooperation skills

• Negotiation Skills

• Historical information- Skills

• Presentation skills

• Understanding urban sprawl

Some Advantages to this lesson:

• Fun and interesting

• Gives equal opportunity for all student learners and personalities

• Educational

• Practical and adaptable

• Reading skills

Sample:

Step 1: Class meets as a group to answer questions and brainstorm about the “business” world.

Possible questions generated by teacher/ students can answer these in small groups and then share with the class.

Why is history/social studies important to know for your future careers?

How many people want to become business professionals?

What do business professionals need to know?

Have you heard of any famous business professionals?

What is a perspective?

Why are perspectives important in the business world?

What does “investment” mean?

What do investors look for?

What is a market?

What is marketing?

Name the aspects of your life that are affected or influenced by marketing.

What is real estate?

What do construction companies do?

What are the elements/factors that make companies work well?

What would lead to a company failing?

What does it mean to persuade?

How do we persuade?

Who persuades us?

The Apprentice clips may help you show students what meeting rooms look like.





The fedex commercial will help teach students that listening is important in a business meeting.



Meeting rules



From this class conversation you may receive various answers however you will need to assist the class in explaining such concepts.

Step 2: Teacher reveals his/her identity to class and opens the “classified files.” Teacher sets up the scenario. Student volunteers to read out loud the instructions for the upcoming day.

Step 3: Teacher can choose to set up information stations using various resources related to the topics listed in the outline.

Step 4: Students are given outline where teacher and students both create questions for each category. Students must clearly understand the topics in the outline.

Step 5: Students are placed in two groups (“for” investing or “against” investment)

Please note that students who are considered to be “gifted” should be placed in the group “against” investment.

The seating arrangement should accommodate the work to be done each day (you may have to rearrange the seats).

Step 6: Students are given directions. Students are given a “confidentiality” agreement stating that the information should not be exchanged with any other people in the class until the teacher decides to merge the groups.

Step 7: Virgil’s Construction Company demands and terms of agreement (otherwise known as classroom rules and expectations) are set.

A business “contract” is given to students to sign.

Virgil’s company is looking to develop the following:

Stores/shops with various products

Malls

Houses

Schools

Restaurants

A few clips about what construction companies do:







Review with students an example of how they should think:

“If I had a football stadium in Chicago, how can a real estate investor benefit from this? What can they build?”

Possible answer: Students should think along the lines that many people pass by the stadium; therefore building restaurants would be a good idea.

Step 8: Group leaders are assigned to head the business “team.” Group leaders are “project managers” or can be called “senior account executives.” Group manager keeps a report on file of business dealings.

Step 9: Groups gather information visit information stations.

Step 10: Forum Day

- Mr. Virgil opens the meeting

- Students have note pads, water, pens/pencils

- Room is set up to look like a large business room

Step 11: Brief cases are collected

Students may be assessed on:

Presentation

Work completed

Directions

Relevant points

Cooperation

Ability to answer questions

Professionalism

Persuasion

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