Teacher: John Gargaro School: MRHS Date: Oct.

22nd-25th Content Area: Social Studies Lesson #: 7 of 8 Content Standards: 1.2 The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. 2.3 The interconnected nature of the world, its people and places.

Inquiry Questions: How did political alliances form? And how were they broken? What risks/benefits did citizens get from partaking in politics and/or war?

Concepts and skills students master: Political alliances provided for senators to gain more power and influence. For smaller groups and individuals to prosper, they often used deceitful tactics.

Evidence Outcomes: SWBAT: o Identify how Rome transitioned from a republic-to triumvirates-to empire by partaking in a simulation.

Assessment of Evidence Outcomes: I will assess student understanding by the reflection students will write on what happened in the simulation.

Planned Lesson Activities: Activity Name: Game of Rome o Time: One 55-minute period and one 90-minute block period Anticipatory Set: o Students will be asked to use prior knowledge to describe how political power can become concentrated from the hands of many into the hands of a few/individual.

Teaching/Presentation: Concept Teaching o Input: Students will take Cornell Notes on a slideshow presentation of the fall of the Roman Republic, and emphasis will be placed on the first and second triumvirates leading up to the Roman Empire. I will provide students with a basic premise of how the game will go: first, they will create a Roman name and make a namecard; then, I will explain the action cards to them (assassination, indictment, bodyguard, and mob); next, the legion and powerbase cards will be explained. *See attached PowerPoint for further clarification o Modeling: A practice round will be played so that students can get the hang of it, and I will repeat what all the cards do, and have students do the same, as we move through this round o Checking for Understanding: I will play the role of facilitator to ensure the simulation progresses smoothly and remind students of the rules. I will also ensure students are being respectful and stay engaged throughout (though I dont think this will be an issue) The debriefing discussion and reflective piece students will write at the end will provide me with whether or not students achieved the desired understanding. o Questioning Strategies: What happened after political alliances started to form? What was the main idea of the simulation? What factors would you change that might have helped to break up the political alliances during the game? How was this similar to what happened during the downfall of the Roman Republic? If you had won the game as dictator, how would you have ruled? Can you see a possible solution to prevent betrayal in politics? o Teaching Strategy: Concept Teaching/Simulation Guided Practice & Differentiation I will guide students through the simulation, and if students fail to understand it, I may have to break down the instructions further. As we debrief, I will have students get out there notebooks and compare how the simulation was similar to how the republic fell. If necessary, I will guide

students through the presentation from the beginning of the lesson. Independent Practice: Students will need to know how the politics of Rome functioned for the unit assessment, and will have to compare this to the politics of Greece. Closure: After a triumvirate or dictator has successfully overthrown our classroom senate, we will debrief the simulation. I will ask students how they felt when they lost/gained power, assassinated/defended classmates, or were the victim of a betrayal. Students will write a reflection of the game, where they will express their emotions and what the intended purpose of the simulation was. o Materials: Computer w/Projector 400 action cards 200 power-base cards 50 legion cards Blank white paper for name-cards Markers and colored writing utensils o Accommodations & Modifications: SSN students will participate in the simulation, and will be guided by the PARA and myself throughout. If they dont feel comfortable participating, they may choose to watch or complete an alternate assignment. SPED students will sit next to a student with sufficient understanding, who will be asked to help guide the students throughout the simulation. o Assessment: Assessment of understanding will be based on the debriefing discussion and written reflections at the end of the simulation. Also, students ability to know and explain: how Romes political structure transitioned and how war provided an opportunity for Romans to move up through the ranks of society, will be assessed on the summative unit assessment.

Post Lesson Reflection 1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

If there is one thing students will always remember about what they did in World History/Geography, it will most likely be this simulation. The simulation played out exactly like the downfall of the Republic with students forming alliances, working together to gain power, and having no hesitation to turn on each other. It played out so that it came down to three students (the triumvirate) and they turned on each other and the winner (dictator) was declared. This allowed for students to easily align the simulation with the content because they were able to refer back to how the simulation progressed and compare that to what actually happened in Rome. 2. What changes, omissions, or additions to the lesson would you make if you were to teach again? Due to the limited amount of time, students were not able to rejoin the game if they had died in warfare or had been assassinated, and this left those who were out early on to keep asking when they could come back to life in the simulation. For the future, I would find a way to speed up the rounds so students could get a chance to play again. 3. What do you envision for the next lesson? (Continued practice, reteach content, etc.) We will move on to the empire, mostly focusing on the downfall of Rome due to time constraints. We will do a map activity and students will complete their Greece and Rome timeline.