Ubd-Unit-Plan Hussey Roman Republic

The University of Mississippi School of Education
Written Unit Plan

Understanding by Design (UBD)
Unit Cover Page

Unit Title: The Roman Republic Grade Level: 7th Grade
Subject/Topic Areas: World History
Key Words: Forum, Republic, Legion, Maniple, Constitution,
Veto, Magistrate, Toga, Consul, Patriarchal Society,
Paterfamilias, Villa, Established Religion, Empire,
Province, Civil War, and Augustus.
Designed By: Drew Garrett Length of Unit: 10 Days
School District: New Albany School: New Albany Middle
School
Brief Summary of Unit:
This unit discusses the Roman republic. First, it reviews the rise of the republic by
explaining the background information about the group of people who would later
create Rome. This includes discussion of the geography of Italian people and
where they developed their ideas and thoughts from. Next, it discusses the
government of the republic by explaining how it operated and who was involved.
Also, the Roman society is discussed, which lays out the duties of man and woman
as well as the different social classes of Rome. Finally, the topic of religion is
briefly discussed in this chapter before it concludes by discussing the republic's
overall growth and the struggles it had before its ultimate demise. The chapter
concludes with the failing of the Roman republic, which led to the Roman empire.
List and attach Print Materials/Resources & Internet Resources/Links
1) Greenblatt, Miriam, and Peter S. Lemmo. Human Heritage: A World History.
New York: Glencoe, 1999.
Print.
2) Karpiel, Frank, Kathleen Krull, and Grant P. Wiggins. My World History
Teacher's Edition. Boston, MA: Pearson, 2012. Print.
3) Section one Quiz
4) Section two Quiz
5) Section three Quiz
6) Section four Quiz
7) Hannibal worksheet
8) Roman gods worksheet
9) The Roman Republic Test
10) Collaborative Work Skills : Roman Republic Group Worksheets Rubric:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2612051&
Contextual Information
1. Knowledge of characteristics of students
Age-Range, Gender, Total number of students- I am currently observing four of Mr.
Smith's seventh grade World History classes and his only eighth grade United States
History class. The students range between the ages of 12 and 15. The girl to boy
ratio is close to even in all of his classes, but girls always seem to have the slight
majority. During my hours observing, I observe anywhere from 125-150 students.
This number largely depends on how many are absent from class each day.
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent) - According to the New Albany Middle School
website, the school is regarded as being advanced/accelerated. Students do not seem
to have a strong foundation of knowledge when it comes to social studies. My
clinical instructor and I have largely attributed this to the fact that most school-wide
events, such as fire drills, pep rallies, and school pictures, are done while students
are in history class. There are several students in the classes that I observe who
have to have accommodations in reading because English is their second language.
Socio-Economic Description-According to ArcGIS map, the median household income
in New Albany is $25, 241. I see several students that seem to come from households
that make slightly more than that, which is evident from looking at the ArcGIS map.
The ArcGIS map shows that 27% of the population makes between $25,000 and
$50,000. The vast majority of the students I observe fall within the median
household income or lower. The ArcGIS map shows that 50% of households within
the district make $0-24,999 a year. http://arcg.is/1PnlsdL
Typical Demeanor of Students-Students are typically engaged; sometimes they get off
track, but they are willing to engage normally. They often complain about
homework but appear to enjoy the lessons.
Typical Interest and Involvement of Students-There are several football players in the
classes I observe as well as tennis players. Those that are not active participants in
sports still enjoy discussing the games with the other students. So, sports are
definitely interests of these students. Also, some of the students are interested in
using the laptops for everything they do, inside and outside of Mr. Smith's classes.
2. Knowledge of students varied approaches to learning (Include information from learning
styles inventory)-Students tend to be very auditory/visual in both classes. I have found,
during my times observing them, that they enjoy discussing topics and seeing them through
pictures or visual representations on the projector. I think the students might feel more
comfortable speaking in a smaller environment, though.
3. Knowledge of students skills and prior learning-These students do not seem to have a
general understanding of social studies. All of the material taught seems to be new to them.
I believe this is their first real introduction to historical events of the past, but they seem to
be gaining understanding by using tools like their laptops and textbooks.
4. Knowledge of community and school district (Include a description of the community and
school district)-The majority of children in my classroom seem to come from middle class to
poverty level backgrounds; a quarter of them appear to be above the middle class level.
After taking some time to get to know some of these students, it is inspiring to see children,
who have such different home lives, relate to one another because of their love for sports.
Sports are one of the only things in the classroom that I hear all backgrounds show emotion
and voice their opinions about. One thing I found very interesting at New Albany Middle
school is the ethnicity of its students. The ethnic population of the school is broken down as
follows: 38% White, 46% Black, 14% Hispanic, and 2% Mixed/Other. The populations of
these different ethnic groups are distributed much differently in New Albany compared to
any other place I have visited. http://arcg.is/1PnlsdL
Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)
Goal:
2. Understand unique features of Asian, European and African civilizations and
how they have impacted the development of those civilizations.
a. Identify and describe the following governmental forms: democracy,
aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy
and republic. (DOK 1)
c. Apply the five themes of geography (e.g., location, place,
human/environmental interaction, movement, and region) to describe various
civilizations in Asia, Europe and Africa. (DOK 3)
3. Understand the political, social, and cultural consequences of population
movements and militarization in Eurasia in the second millennium BCE.
b. Explain the emergence of civilizations in Southwest Asia, the Nile valley,
India, China, and the Eastern Mediterranean and how they represented a decisive
transformation in human history. (DOK 2)
4. Understand how large-scale empires arose in the Mediterranean Basin, China,
and India from 500 BCE to 300 CE.
a. Identify the significant individuals and achievements of ancient Roman,
Chinese, and India society. (DOK 1)
b. Analyze the influence of the economic and political framework of Roman
society on global expansion of civilization (e.g., how Roman unity contributed to
the growth of trade among lands of the Mediterranean basin; the importance of
Roman commercial connections with Sub-Saharan Africa, India, and East Asia; the
history of the Punic Wars and the consequences of the wars for Rome; the major
phases of Roman expansion, including the Roman occupation of Britain). (DOK 3)
6. Understand the economic processes that contributed to the emergence of early
civilizations of Asia, Europe and Africa.
a. Analyze how local conditions affect agricultural, settlement, exchange and
migration patterns in various regions of the world. (DOK 3)
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.7.2
Determine two or more central ideas in a text and analyze their development over
the course of the text; provide an objective summary of the text.
What understandings are desired? After completing chapter 12,

students will demonstrate the following enduring understandings:
1) Physical geography has an influence on the security and
prosperity of a nation.
2) The structure of today's democratic governments was shaped by
those developed in the ancient world.
3) Political and civil unrest often sparks governmental upheaval and
change.
Daily objectives: What key knowledge and skills will students acquire as a
result of this unit? What should learners be able to do as a result of such
knowledge? Include integrated content areas from the Mississippi
Curriculum Frameworks. Label objectives with the DOK level of learning.
The students will:
1) Infer the influences of geography and adjacent cultures on Rome
and its culture (DOK2).
2) Identify the events that helped shape the Roman republic and its
conquest of Italy (DOK1).
3) Investigate the structure of the Roman government and how they
divided power in the Roman republic (DOK3).
4) Connect ideas or influences of the Roman republic on later
governments such as the United States (DOK4).
5) Recall main ideas and details about the government of the Roman
republic (DOK1).
6) Compare and contrast the effects of different governmental
structures (DOK3).
7) Interpret gender and class divisions in Roman society (DOK2).
8) Assess the role of religion in Roman society and government
(DOK3).
9) Make observations about the lives of different groups in Roman
society (DOK2).
10) Draw conclusions about the daily lives of different groups in
Rome (DOK3).
11) Recognize the role of war in the expansion and later collapse of
the Roman republic (DOK1).
12) Identify patterns about problems wealth caused for Roman
society and government (DOK2).
13) Summarize the growth and decline of the Roman republic
(DOK2).
14) Critique views of Julius Caesar's value as a permanent dictator
(DOK4).
15) Assess their knowledge from the lesson by taking a test on the
Roman republic material (DOK 3).
16) Assess knowledge of chapter twelve sections two and three by
completing quizzes over each section (DOK3).
17) Assess basic knowledge of chapter twelve section one by
completing a quiz (DOK3).
18) Identify the correct answers to all the quizzes over chapter
twelve (DOK1).
Stage 2 Planning Assessment

(Stage 2 completed once for the unit)
Performance Task(s):
1) Group Enrichment Worksheet on Hannibal
2) Group Enrichment Worksheet on Roman Gods
3) Collaborative Work Skills : Roman Republic Group Worksheets
Rubric
Test/Quiz Item(s) and Other Traditional Assessments:
1) Section one quiz The Rise of the Roman Republic
2) Section two quiz The Government of the Republic
3) Section three quiz Roman Society
4) Section four quiz The Republic's Growth and Crisis
5) The Roman Republic Test
Informal Check(s):
1) What are checks and balances?
2) Who had the right to vote?
3) What did the senate control directly?
4) When were dictators appointed?
5) How was a tribune of the plebs like an American president?
6) Could Roman women own property?
7) Were the majority of Romans rich or poor?
8) What were the three Roman gods called in Greek society?
9) Who was Hannibal?
10) How did Caesar die, and why?
Academic Prompt(s):
1) In the Roman republic power was divided among several different
people; why was that?
2) What were the three separate branches of the Roman republic,
and what were their jobs/powers?
3) How did the Roman republic's ideas about government influence
that of the United States, and what were some differences?

4) Who were the leaders of the household, and what were they
referred to as?
5) Why was religion important to the Romans?
6) What were the three wars the Romans fought against Carthage
referred to as, and what happened in each war?
7) How did wealth effect the Roman government and society?
8) Ultimately what happened to the Roman government?
Stage 3 Daily Lesson Plans

( Stage 3- attach lesson plans)
Monday
Day 1)TSW
Tuesday
Day 2)TSW
1) Investigate
the structure of
the Roman
government and
how they
divided power in
the Roman
republic (DOK3).
1) Connect
ideas or
influences of
the Roman
republic on later
governments
such as the
United States
(DOK4).
2) Recall main
ideas and
details about
the government
of the Roman
republic (DOK1).
3) Assess basic
knowledge of
chapter twelve
section one by
completing a
quiz (DOK3).
Chapter
twelve section
one quiz
worksheet
(120 copies)
2) Compare and
contrast the
effects of
different
governmental
structures
(DOK3).
STAGE 3: Daily Plans

Wednesday
Thursday
Day 3)TSW
Day 4)TSW
1) Interpret
gender and
class divisions
in Roman
society (DOK2).
1) Assess the
role of religion in
Roman society
and government
(DOK3).
2) Assess the
role of religion
in Roman
society and
government
(DOK3).
2) Recognize the
entirety of a text
including key
characters,
events, conflict
and...etc (DOK1).
3) Make
observations
about the lives
of different
groups in
Roman society
(DOK2).
4) Draw
conclusions
about the daily
lives of different
groups in Rome
(DOK3).
Friday
Day 5)TSW
1) Assess
knowledge of
chapter twelve
sections two
and three by
completing
quizzes over
each section
(DOK3).
120 copies of
chapter
twelve section
two quiz
120 copies of
chapter
twelve section
three quiz
Day 6)TSW
Day 7)TSW
Day 8)TSW
Day 9)TSW
Day 10)TSW
1) Recognize
the role of war
in the expansion
and later
collapse of the
Roman republic
(DOK1).
1) Summarize
the growth and
decline of the
Roman republic
(DOK2).
1) Apply
concepts about
the story of
Hannibal and
answer the
questions
collectively in a
group, as well
as create a map
of the battle
described in the
story (DOK4).
1) Recognize the
entirety of a text
including key
characters,
events, conflict
and...etc (DOK1).
1) Assess their
knowledge from
the lesson by
taking a test on
the Roman
republic
material (DOK
3).
2) Identify
patterns about
problems wealth
caused for
Roman society
and government
(DOK2).
120 copies of
chapter
twelve section
four quiz
120 copies of
Collaborative
Work Skills:
Roman
Republic
Group
Worksheets
Rubric
2) Critique
views of Julius
Caesar's value
as a permanent
dictator (DOK4).
2) Analyze a
chart of the
Roman gods,
and answer the
questions
collectively in a
group, as well
as draw a
picture that
shows the areas
of influence of
one god or
goddess from
the table
(DOK4).
120 copies of
Enrichment:
Roman Gods
worksheet
120 copies of
Enrichment:
Hannibal
worksheet
2) Identify the
correct answers
to all the quizzes
over chapter
twelve (DOK1)
120 copies of
the Roman
republic test
Daily Lesson Plan

Day: (Day 1)
Objectives:
1) Investigate the structure of the Roman government and how they divided power in
the Roman republic (DOK3).
2) Recall main ideas and details about the government of the Roman republic
(DOK1).
3) Assess basic knowledge of chapter twelve section one by completing a quiz
(DOK3).
Materials:
1) Karpiel, Frank, Kathleen Krull, and Grant P. Wiggins. My World History. Boston, MA:
Pearson, 2012.
Print.
2) Laptops (Take Notes)
3) Paper
4) Writing utensil
5) Chapter twelve section one quiz worksheet (120 copies)
Opening (Set):
Hello! We will continue the unit on the Roman Republic this week. First, I would like
to review briefly over section one by having y'all complete this section one quiz. It is only
five multiple choice questions. Once you are done, turn it into the basket up front, and open
your online textbooks to chapter twelve section two on page 370. Also, take out your
pen/pencil and paper, and prepare to take notes on section two.
Learning Tasks (Procedures): (Notes and Discussion) Lecture
1) PowerPoint slide one (map of the Roman Empire)
2) PowerPoint slide two (Principles of Roman Government & Rome's Constitution)
3) PowerPoint slide three (The Separation of Powers)
4) PowerPoint slide four (Checks and Balances, 1. Assemblies)
5) PowerPoint slide five (2. Senate, 3. Magistrates) Have the students turn to page
372 in the online
textbook to look at the Three Branches of Roman Government.
Closure:
1) In today's lesson, we have taken a quiz over chapter twelve section one and
started taking notes on
chapter twelve section two. We have discussed Rome's
principles of government, its constitution, how it separated its powers among several
individuals, its three branches of government, and we examined the
picture on page 372.
2) In closing, what are checks and balances (informal check)?
3) Tomorrow, we will further examine Rome's government and how it operated.
Differentiated Instruction:
Enrichment: If any extra time is remaining, ask the students this critical thinking
question: What were the
three separate branches of the Roman republic, and what were
their jobs/powers?
Intervention (students struggling or in the tier process/response to intervention):
The teacher will give one on one help to these students who struggle to recall
information during today's lesson. The teacher may need to help these students
answer the question in the closure portion of the period.
Accommodation (Students in Special Education with IEP): The teacher will print out
a copy of his PowerPoint presentations to give to the student(s) who has/have any reading,
learning, visual disability, or
impairments.
Daily Lesson Plan

Day: (Day 2)
Objectives:
1) Connect ideas or influences of the Roman republic on later governments such as
the United States
(DOK4).
2) Compare and contrast the effects of different governmental structures (DOK3).
Materials:
Pearson, 2012.
Print.
3) Paper
4) Writing utensil
Opening (Set):
Hello! Today, we will continue the unit on the Roman Republic. First, I would like to
review briefly over the first part of section two by having y'all answer the question on the
board (Who had the right to vote?). Does anybody want to tell me what the correct answer
is? That is correct, Elliot. Everybody needs to open your online textbooks to chapter twelve
section two on page 372. Also, take out your pen/pencil and paper, and prepare to continue
your notes on section two.
1) PowerPoint slide six (Lower Offices, 1.Quaestors, 2.Aediles)
2) PowerPoint slide seven (3. Tribunes of the Plebs)
3) PowerPoint slide eight (4. Praetors, 5. Consuls). Turn to page 374 in your online
textbook and look at the
Race of Honors picture.
4) PowerPoint slide nine (Dictator)
5) PowerPoint slide ten (The Rule of Law)
6) PowerPoint slide eleven (Roman Citizens)
7) PowerPoint slide twelve (Rights and Responsibilities)

8) PowerPoint slide thirteen (Patricians and Plebeians)
9) PowerPoint slide fourteen (The Roman Example)
10) PowerPoint slide fifteen (Similarities and Differences between the U.S. and the
Roman Republic)
Closure:
1) In today's lesson, we have discussed several different topics in chapter twelve
section two, including: the Race of Honors, Roman citizens, rights and responsibilities of
the Roman people, the Patricians and the Plebeians, when dictators were named, what rule
of law is, and how the Romans influenced government
systems like the United States.
2) In closing, what did the senate control directly? When were dictators appointed?
How was a tribune
of the plebs like an American president? (Informal checks)
3) Tomorrow, we will finish up discussing Rome's government and start discussing the
Roman society.
Enrichment: If any extra time is remaining, ask the students this critical thinking
question: In the Roman
republic power was divided among several different people; why
was that?
impairments.
Daily Lesson Plan

Day: (Day 3)
Objectives:
1) Interpret gender and class divisions in Roman society (DOK2).
2) Assess the role of religion in Roman society and government (DOK3).
3) Make observations about the lives of different groups in Roman society (DOK2).
4) Draw conclusions about the daily lives of different groups in Rome (DOK3).
Materials:
Pearson, 2012.
Print.
3) Paper
4) Writing utensil
Opening (Set):
Hello! Today, we will continue the unit on the Roman republic. Everybody needs to
open your online textbooks to chapter twelve section three on page 376. While everybody is
doing that, can somebody tell me when/why dictators were appointed in Rome? That is
correct, Laura Grace. Next, take out your pen/pencil and paper, and prepare to continue
your notes on section three.
1) PowerPoint slide sixteen (Men and Women)
2) PowerPoint slide seventeen (The Role of Women)
3) PowerPoint slide eighteen (Rich and Poor)

4) PowerPoint slide nineteen (Structure of a Villa picture)
5) PowerPoint slide twenty (The Common People)
6) PowerPoint slide twenty-one (Slavery & Living Conditions for Slaves)
7) PowerPoint slide twenty-two (Roman Religion & Origins)
8) PowerPoint slide twenty-three (The Role of Government)
9) PowerPoint slide twenty-four (The Most Important Roman Gods)
10) PowerPoint slide twenty-five (Pictures of the Roman Gods)
Closure:
section three, including:
men and women, roles of women, rich and poor, villas, common
people, slavery, living conditions, Roman religion and origins, role of government in
religion, most important Roman gods, and images of Roman
gods.
2) In closing, could Roman women own property? Were the majority of Romans rich
or poor? What were the three Roman gods called in Greek society? (Informal checks)
3) Tomorrow, we will finish up discussing Rome's society and go to the library for
accelerated reader time
(AR).
Enrichment: If any extra time is remaining, ask the students the critical thinking
question: Who were the leaders of the household, and what were they referred to as?
impairments.
Daily Lesson Plan

Day: (Day 4)
Objectives:
1) Assess the role of religion in Roman society and government (DOK3).
2) Recognize the entirety of a text including key characters, events, conflict and...Etc
(DOK1).
Materials:
Pearson, 2012.
Print.
3) Paper
4) Writing utensil
Opening (Set):
Hello! Today, we will answer any questions you may have about the first three days of
lecture. First, I would like y'all to take a minute to answer the question why was religion
important to the Romans? That is correct, AJ. Does anybody have a question? (Answer
questions accordingly for the first ten to fifteen minutes of class.)
1) Answer questions about the first three days of lecture.
2) Line up, and walk to the library in a calm, orderly fashion.
3) Read AR books, take tests on computer over books read, and check out new books.
Closure:
1) In today's lesson, we have answered any questions from the previous three days of
lecture and made a trip to the library to read and check out AR books.
2) In closing, does anybody have any questions about where they stand in AR points,
and what they need to
have done by the end of the nine weeks in order to receive a
100 for their AR grade?
3) Tomorrow, we will take two quizzes. The first will be over section one, and the
other will be over
section two. You will be allowed to use your online textbook, but it will
be much easier for you if you
study over your notes before tomorrow.
Enrichment: If any extra time is remaining, ask the students to continue reading in
their AR books until the bell rings. (AR points are a major test grade added to history grade
at the end of the nine weeks, and it
is very important they receive credit for these
points).
The teacher will give one on one help to these students who struggle to understand
the meaning of words in their library books.
Accommodation (Students in Special Education with IEP): The teacher will
pronounce or read aloud the
portion of the library book which the student is
struggling to understand.
Daily Lesson Plan

Day: (Day 5)
Objectives:
1) Assess knowledge of chapter twelve sections two and three by completing quizzes
over each section
(DOK3).
Materials:
Pearson, 2012.
Print.
3) 120 copies of section two quiz
4) Writing utensil
5) 120 copies of section three quiz
Opening (Set):
Hello! Today, we will take two quizzes over section two and section three. Everybody
needs to take out their laptops, and turn to page 370 in your online textbooks. The quiz
directions are pretty straight-forward, and each quiz will count as a daily grade. Good luck.
Please raise your hand if you have any questions.
1) The teacher will pass out the quizzes.
2) The students will take the quizzes while the teacher walks around monitoring the
students.
Closure:
1) The students will turn in their work in the basket at the front of the classroom and
pack their laptops and
notes into their backpacks.
2) The teacher will answer any questions that the students have about the quizzes.
3) Monday, we will start section four on the republic growth and crisis. Have a great
weekend everybody.
Enrichment: If any extra time is remaining, ask the students to take out their AR
books and read them
quietly.
information during previous lectures. The teacher may need to help these students
answer the questions or help them locate the answers in the online textbook.
Accommodation (Students in Special Education with IEP): A teacher will read the
questions and answer
choices to the student who has problems with reading.
Daily Lesson Plan

Day: (Day 6)
Objectives:
1) Recognize the role of war in the expansion and later collapse of the Roman
republic (DOK1).
2) Identify patterns about problems wealth caused for Roman society and
government (DOK2).
Materials:
Pearson, 2012.
Print.
3) Paper
4) Writing utensil
Opening (Set):
Hello! Today, we will continue the unit on the Roman Republic. Everybody needs to
open your online textbooks to chapter twelve section three on page 380. Does anybody
have any questions about the first three sections of the chapter? (Answer questions
accordingly.) Also, was anybody not here Friday that needs to make up the two quizzes? I
have copies at the front, so please take a copy of each quiz home tonight, complete it, and
turn it in tomorrow. Next, take out your pen/pencil and paper, and prepare to continue your
notes on section two.
1) PowerPoint slide twenty-six (government failure, Struggle with Carthage)
2) PowerPoint slide twenty-seven (The Punic Wars)
3) PowerPoint slide twenty-eight (The First Punic War)
4) PowerPoint slide twenty-nine (The Second Punic War)
5) PowerPoint slide thirty (Image of Hannibal's army of war elephants)
6) PowerPoint slide thirty-one (The Third Punic War)
7) PowerPoint slide thirty-two (conquering lands east, provinces)
8) PowerPoint slide thirty-three (Growing Pains, Breaking the Rules)
9) PowerPoint slide thirty-four (The Urban Poor)
10) PowerPoint slide thirty-five (The Power of the Army)
Closure:
section four, including:
government failure, struggles with Carthage, the Punic Wars,
the First Punic War, the Second Punic War, the Third Punic War, conquest east, growing
pains, magistrates breaking rules, the poor people rising up,
and the growing power of
leaders of armies.
2) In closing, who was Hannibal? (Informal check)
3) Tomorrow, we will finish up discussing the republic's growth and crisis in chapter
twelve section four and take a short quiz over section four.
question: What were the
three wars the Romans fought against Carthage referred to as,
and what happened in each war?
impairments.
Daily Lesson Plan
Day: (Day 7)
Objectives:
1) Summarize the growth and decline of the Roman republic (DOK2).
2) Critique views of Julius Caesar's value as a permanent dictator (DOK4).
Materials:
Pearson, 2012.
Print.
3) Paper
4) Writing utensil
5) 120 copies of section four quiz
6)120 copies of Collaborative Work Skills: Roman Republic Group Worksheets Rubric
Opening (Set):
Hello! Today, we will continue the unit on the Roman Republic. Everybody needs to
open your online textbooks to chapter twelve section three on page 382. Does anybody
have any questions about the first portion of this section? (Answer questions accordingly).
Alright, everybody needs a copy of this quiz to do during the first portion of class today.
Today, we will finish chapter twelve section four notes. Pass out the quiz and monitor the
students.
1) PowerPoint slide thirty-six (From Republic to Empire, Marius and Sulla)
2) PowerPoint slide thirty-seven (Pompey and Caesar)
3) PowerPoint slide thirty-eight (Images of Pompey, Caesar, and Octavian)
4) PowerPoint slide thirty-nine (The End of the Republic)
5) PowerPoint slide forty (Image of Roman Empire under Augustus)
Closure:
section four, including:
fall of the Roman republic, Marius and Sulla civil war, Pompey
and Caesar civil war, the start of the
Roman empire, and the rise of the first emperor.
2) In closing, how did Caesar die, and why? (Informal check)
3) Tomorrow, we will have a fun activity day for everybody. We will get in groups of
three or four and
work together to complete two worksheets, which count as a major
grade. Here is the rubric by which each
person in the group will be graded (Pass out
rubric). Go over the rubric with the students.
question: Ultimately, what happened to the Roman government?
information during yesterday and today's lesson. The teacher may need to help
these students answer the question on the quiz.
impairments. Also, the teacher may need to read the
questions and answer choices to the student.
Daily Lesson Plan

Day: (Day 8)
Objectives:
1) Apply concepts about the story of Hannibal and answer the questions collectively
in a group, as well as
create a map of the battle described in the story (DOK4).
2) Analyze a chart of the Roman gods, and answer the questions collectively in a
group, as well as draw a
picture that shows the areas of influence of one god or goddess
from the table (DOK4).
Materials:
Pearson, 2012.
Print.
3) 120 copies of Enrichment: Roman Gods worksheet
4) Writing utensil
5) 120 copies of Enrichment: Hannibal worksheet
Opening (Set):
Hello! Today, we will be working in groups to complete two worksheets. These two
worksheets are worth a major grade and should reflect the entire group's participation. As I
stated yesterday, everybody will be graded individually, but the work should be done as a
group, not just by one person. I will be walking around making sure everybody is on task
and participating. This activity is meant to be fun and an easy 100 if you complete the task
at hand.
1) The teacher will pass out the worksheets.
2) The teacher will read aloud the assigned groups (chairs should already be in
groups of three or four).
3) Students should get in their groups immediately and begin collaborating on their
worksheets.
4) Teacher will walk around making sure everyone is on task and participating.
Closure:
1) The students will turn in their work in the basket at the front of the classroom.
2) The teacher will answer any questions that the students have about the
worksheets.
3) Tomorrow, we will go over all the quizzes we have taken over chapter twelve, so
that y'all will have all
the correct answers. Please study over your notes and these
quizzes for the test tomorrow!
Enrichment: If any extra time is remaining, ask the students to take out their AR
books and read them
quietly at the end of class.
information from the worksheets. The teacher may need to help these students
answer the questions or help them locate the answers in the worksheet.
Accommodation (Students in Special Education with IEP): A teacher will read the
questions to the student
who has problems with reading.
Daily Lesson Plan

Day: (Day 9)
Objectives:
1) Recognize the entirety of a text including key characters, events, conflict and...etc
(DOK1).
2) Identify the correct answers to all the quizzes over chapter twelve (DOK1)
Materials:
Pearson, 2012.
Print.
3) Paper
4) Writing utensil
Opening (Set):
Hello! Today, we will answer any questions you may have about the test tomorrow.
First, I would like to pass out all the quizzes so that we can go over them in class. Does
anybody have a question while I am doing this? (Answer questions accordingly for the first
ten to fifteen minutes of class).
1) Answer questions about chapter twelve.
2) Go over the quizzes making sure everybody has the correct answers marked.
2) Line up, and walk to the library in a calm, orderly fashion.
3) Read AR books, take tests on computer over books read, and check out new books.
Closure:
1) In today's lesson, we have answered any questions from the previous days of
lecture and made a trip to the library to read and check out AR books.
2) In closing, does anybody have any questions about where they stand in AR points,
and what they need to
have done by the end of the nine weeks in order to receive a
100 for their AR grade? Also, does anybody
have a question about the test tomorrow?
3) Tomorrow, we will take the test over the Roman republic. This will be for a major
grade! Please study tonight so that you can do well on the test!
Enrichment: If any extra time is remaining, ask the students to continue reading in
their AR books until the bell rings or study for their test tomorrow. (AR points are a major
test grade added to history grade at
the end of the nine weeks, so it is very important
they receive credit for these points).
The teacher will give one on one help to these students who struggle to understand
the meaning of words in their library books.
Accommodation (Students in Special Education with IEP): The teacher will
pronounce or read aloud the
portion of their library book in which the student is
struggling to understand.
Daily Lesson Plan

Day: (Day 10)
Objectives:
1) Assess their knowledge from the lesson by taking a test on the Roman republic
material (DOK 3).
Materials:
1) 120 copies of the Roman republic test
2) Pencil/Pen
Opening (Set):
1) Have the students come in, sit down, and pull out their notes. Allow them to read
over their notes
for 5 minutes.
2) Pass out the tests, and wish the students luck on it.
Learning Tasks (Procedures):
1) Students will take the test.
2) Teacher will monitor students by walking around the room.
Closure:
1) The teacher will take up the tests and discuss any questions once the test has
been taken up.
2) The teacher will thank everyone for showing up on test day and wish them a fun
and safe weekend.
Enrichment: Write a couple of bonus questions on the board that will be worth five
points combined. 1) Who was the consul who reformed the army, allowing the poor citizens
to join? (Gaius Marius) 2) Where was the central location of the Roman republic/empire?
(Italy/Italian Peninsula).
Intervention: Send the student to a trained professional working at the school so
the expert can read the test out loud to the student during your class period. There is
usually one or more that are qualified to do that at each school.
Accommodation: The teacher can read aloud the bonus questions on the board
and/or read the questions on the test to the student who has problems with reading.

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The University of Mississippi School of Education

Written Unit Plan

Unit Cover Page

Stage 1 Identify Desired Results

What understandings are desired? After completing chapter 12,

Stage 2 Planning Assessment

that of the United States, and what were some differences?

Stage 3 Daily Lesson Plans

STAGE 3: Daily Plans

Daily Lesson Plan

Daily Lesson Plan

7) PowerPoint slide twelve (Rights and Responsibilities)

Daily Lesson Plan

3) PowerPoint slide eighteen (Rich and Poor)

Daily Lesson Plan

Daily Lesson Plan

Daily Lesson Plan

Daily Lesson Plan

Daily Lesson Plan

Daily Lesson Plan

Daily Lesson Plan

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