Ben Auman

World History Lesson Plans

Feb 1-5

Monday: Intro to Rome - Geography (316)

ACOS: 8.6) Trace the expansion of the Roman Republic and its transformation into an
empire, including key geographic, political, and economic elements.
Learning Target: Students will understand the impact of geography on early Rome.
So what, who cares?
BEFORE: Paper ball activity
Students write their name on a blank piece of paper and wad them up. I place the
trashcan at the front of the room and tell everyone that they are all the leaders of cities
and the success of their cities depends on if they can make it in the trashcan or not. I
then tell the students that they cannot move from their seats. I tell them to shoot and see
who makes it and congratulate the victors. I then ask the class what they would do if
they could move around. After no doubt hearing the students say that they would move
closer to the trashcan, I ask them why they think we did this activity. Explain in the
powerpoint why Rome was founded where it was. Great geography.
DURING: Slideshow and jot notes on the page 316-317
AFTER: Targeted questioning and debrief on test.
If Time: Exit slip, two things I already knew about Rome and one thing I would like to
know.
Assessment: Questioning and Exit Slip
Vocabulary: Aeneas, Romulus and Remus, republic, dictators, Cincinatus, plebeians,
patricians
Informal Assessment / Blooms
- Knowledge: Where is Rome located?
- Comprehension: Name one reason Rome was successful
- Application: Why do you think Rome made up the story about their Greek
beginnings?
- Analysis: How did climate effect the development of Rome.

- Synthesis: Draw a map of the Italian Peninsula, label all the places listed on the map
on 317.
- Evaluation: Would you risk living in the shadow of a volcano to have access to fertile
soil?
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Tuesday: Rome: Government and Society (324)

ACOS: 8.6) Trace the expansion of the Roman Republic and its transformation into an
empire, including key geographic, political, and economic elements.
Learning Target: Students will demonstrate an understanding of the differences and
similarities of the governments of Rome and the United States.
So what, who cares? Our government today would not exist if not for the development of
democracy in Greece and its preservation in the Republic in Rome.
BEFORE: Students finish a GIST on the passage, Do as the Romans Do on the
Overhead or located on page 326 in book. Student answers are discussed and we
review the main ideas behind the organization of the Roman government
DURING: Students compare and contrast the Roman and US government by
completing a three column chart on the differences and similarities between the two.
Drawn on the board for student reference
AFTER: Students add to their vocabulary notebooks the key terms from section 2.
Terms are written on the board.
If Time: Review with equity sticks similarities and differences between Roman and US
government.
Assessment: Questioning, GIST
Vocabulary: magistrates, consuls, Roman Senate, veto, Latin, checks and balances,
Forum
Informal Assessment / Blooms
- Knowledge: What was Romes form of government?

- Comprehension:
- Application: Why did Rome have a system of checks and balances?
- Analysis: Why do you think Rome allowed common people to participate in the
government?
- Synthesis: Draw a map of the Italian Peninsula, label all the places listed on the map
on 317.
- Evaluation: Do you think the Roman Republic was a success?
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Wednesday: Written Law and the Forum (327)

ACOS: 8.6) Trace the expansion of the Roman Republic and its transformation into an
empire, including key geographic, political, and economic elements.
Learning Target: Students will understand the importance of the written law and the
place the forum had in Roman culture.
So what, who cares? Written law helps communicate to historians the values of ancient
people. The forum was a center of politics, trade, and culture. Understanding it gives us
a glimpse into the daily lives of the Roman people.
BEFORE: Teacher led discussion and review on the previous days information,
questioning with equity sticks.
DURING: Students create t-chart labeled Written Law / Forum. With a partner the
students will complete jot notes on the two sections. For the later classes, more specific
instructions will be provided (bullets with subject)
AFTER: Students create their own 12 tables. I instruct that laws dont just appear from
nowhere, people have to come up with a set of rules that tells people how to behave in
their society. Have the students come up with their own 12 laws that will rule their
Republic. After discuss with the students what meant the most to them and compare
their laws to that of the 12 Tables. Write 12 tables on the board so that comparison is
easy (Need list of the 12 tables)
If Time: Pull more equity sticks for students to share their laws
Assessment: Questioning, 12 tables in journal

Vocabulary: magistrates, consuls, Roman Senate, veto, Latin, checks and balances,
Forum
Informal Assessment / Blooms
- Knowledge: Where was the Forum?
- Comprehension: What was the primary job of the Assembly?
- Application: Why do you think the United States has term limits for Presidents?
- Analysis: Why was the Forum such a busy place?
- Synthesis: Create a timeline of the major events in Rome from 509BCE-30BCE.
- Evaluation: Why do you think women were not given all the same rights as men?
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Thursday: The late Republic (330)

ACOS: 8.6) Trace the expansion of the Roman Republic and its transformation into an
empire, including key geographic, political, and economic elements.
Learning Target: Students will demonstrate an understanding of the late republic of
Rome.
So what, who cares? Internal and external pressures plague every nation, city, and
civilization in history. Understanding what led to the solution of these problems or what
led to the demise of a republic help us understand how to better prepare ourselves and
our country for future hardships.
BEFORE: Students complete a 3-2-1 chart on sections 1-2. Once this is complete, allow
the students to volunteer to share their interesting things or ask about a question they
still have. Then have an open discussion with them about their responses. Briefly
introduce the late republic with a timeline on the board.
DURING:
On the board I write, Big Issues Facing America
Expansion / managing new territories and providing safety in boom towns
Farming / Dust Bowl
Trade / Early US getting a foothold in world economy
Wars / Wars fought on foreign soil

I briefly explain to the students a little background on each of these topics that
challenged the American people. Then they have to rank each 1-4 from the most
challenging to least challenging. Once I get feedback from the students, I reveal to them
that every one of these problems also faced Rome in the late republic. I then briefly
discuss with them the differences with these challenges in the US and Rome.
Students complete two T-charts with a partner. One takes the section Growth of Territory
and Trade, the other takes Rome Grows Beyond Italy. They complete sections
independently then teach their section to a partner that fills in a new t-chart.
AFTER: Students complete an exit slip completing the statement The most important
thing I learned today is
If Time:
Assessment: questioning and exit slip
Vocabulary: magistrates, consuls, Roman Senate, veto, Latin, checks and balances,
Forum
Informal Assessment / Blooms
- Knowledge: What is a legion?
- Comprehension: Why did the Punic Wars begin?
- Application: What do you think the United States is going to do if Mexico moves its
entire army to the Texas/Mexican boarder?
- Analysis: Analyze the picture on page 332-333, how did Rome deal with Hannibals
elephants?
- Synthesis: Create a timeline illustrating the events of the Punic Wars
- Evaluation: What might have happened of a storm delayed the Roman crossing into
North Africa?
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Friday: Crisis in the Republic (334)

ACOS: 8.6) Trace the expansion of the Roman Republic and its transformation into an
empire, including key geographic, political, and economic elements.

Learning Target: Students will understand what pressures plagued the late republic of
Rome.
So what, who cares? Internal and external pressures plague every nation, city, and
civilization in history. Understanding what led to the solution of these problems or what
led to the demise of a republic help us understand how to better prepare ourselves and
our country for future hardships.
BEFORE: Review the growth of Rome in the Mediterranean / Equity Sticks!!
DURING: Students complete Graphic organizer on Challenges from Outside and
Challenges within Rome
AFTER: Vocabulary books
If Time: questioning with equity sticks and tell students about Quizlet
Assessment: vocabulary books, GO, Questioning
Vocabulary: magistrates, consuls, Roman Senate, veto, Latin, checks and balances,
Forum
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Monday: Ch 10 Test
ACOS: 8.6) Trace the expansion of the Roman Republic and its transformation into an
empire, including key geographic, political, and economic elements.
Learning Target: Students will be assessed on their understanding of the Roman
Republic
So what, who cares?
BEFORE: Students are allowed to study before exam with or without partners
DURING: Chapter 10 Test

AFTER: Students work quietly on other school work or read

If Time:
Assessment: Ch 10 Test
Vocabulary: magistrates, consuls, Roman Senate, veto, Latin, checks and balances,
Forum