James Madison University College of Education

Social Studies Lesson Plan Format

MSSE 570, 571Dr. Taylor Jaffee and Dr. Pease
Name: Morgan Braun

Date:1/30/16

Subject/Class: World History I

Grade Level:9

Essential Question(s)/Big Ideas*

What causes governments to fail?
SOLs/Standards addressed (# & letter):
STANDARD WHI.6e

circle one:

Original

Topic: Fall of the Roman Republic

NCSS2: Time, Continuity, and Change

NCSS5: Individuals, Groups, and Institutions
NCSS10: Civic Ideals and Practices

Learning Outcomes/Objectives & their assessment chart:

Learning Outcomes/ Objectives:

Assessment: How will you know they know?

U1: SWUT governments fail when they

dont react to the problems of the people

Students will tweet an answer to the question, Why

do governments fail? on todaysmeet.com/WHA2

K3: SWKT: The roman republic was unable

to govern over the size and scope of the
Roman Empire
K2: SWKT Causes for the decline of the
Roman Republic
Spread of slavery in the agricultural system
Migration of small farmers into cities and
unemployment
Civil war over the power of Julius Caesar
Devaluation of Roman currency; inflation
D 1: SWBAT analyze maps in relation to the
size and scope of the Roman Republic and
the Roman Empire
D 2: SWBAT: Create solutions for problems
within the roman republic

Students will analyze a map of the Roman republic

and brainstorm a class list of logistical concerns

V 1: SW Students will work cooperatively in

groups

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13

Students will fill out graphic organizer for causes and

effects of the decline of the Roman Republic

Students will explain the map to the classmates and

brainstorm potential problems that could arise from
the scope of the Roman Empire.
Students will complete a round robin activity where
each group comes up with a solution to the problems
and then rotates, the final group will consolidate the
solutions into a master plan to solve that problem for
the Roman Republic
Observed by teacher.

Background Content Overview/Justification: One paragraph in your own words (4-6 sentences).
Include citations of where you gathered your background information in the reference section.
The Roman Republic grew considerably in size after the Punic Wars. The addition of many new
territories in a rapid amount of time made it hard for the Republic to administer and apply government
to all the new territories. There was an influx of slave labor from the conquered territories that put poor
Roman farmer, merchants, and artisans out of work. These people migrated to the cities that were
already overcrowded and made these problems worse. Prices were also rising while wages and jobs
were dwindling creating inflation. People started rioting in the streets until the triumvirate of Julius
Caesar, Marcus Aurelious, and Pompey brought temporary peace to the city. As a result of this peace,
Caesar set out and conquered Gaul and declared himself Roman Dictator. This angered the senate who
assassinated him and plunged the republic into civil war over who would rule the Empire.

Instructional Plan: This is the heart of your lesson. It includes step-by-step instructions which a
substitute teacher should be able to teach from. Include movement opportunities and student-directed
learning. Higher Blooms questions should be included. Plan and write out your transitions. THIS IS
a SCRIPT of what you will teach.
Lesson
Components
& Time
Frame
(examples)
(Anticipatory
Set
5 min.

Hook
10 min.

Introduction

What the Teacher Will Do

What the Students Will Do

Students will come in and answer warm up

questions on the board and copy down their
homework. Teacher will check their vocab
homework

Students will answer warm up

questions from the previous
class period
1. Who was Hannibal? What
was his secret weapon?
2. Why did Rome want to
destroy Carthage?
Students will move around the
room in response to the
questions. The teacher will call
on students to defend their
answers

Adaption/Differentiation*: Students will difficulty

writing will receive typed warm up questions
Teacher will ask students to take a stance on
contemporary issues. She will ask students to move
to one side of the room if they think yes, the other
side if they think no, or the middle if they are dont
have an opinion. Do you think our system of
government (representative democracy) is doing a
good job of governing? Do you think our
government is effective at fixing the problems of the
nation? Do you think the legislative body is the
problem? Do you think the supreme court is the
problem? Do you think the executive branch is the
problem? Do you think a stronger leader would
solve our nations problems?
Teacher will explain that Romans were unhappy

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13

Students will make predictions

2 min.

Interactive
Lecture
35 min.

with how the lack of action or solutions that the

Roman Republic was giving for real problems in the
Roman Empire. Teacher will remark on how many
students thought an effective leader could solve the
nations problems, teacher will ask students to
predict what person is going to come and claim to be
able to solve Romes problems
Teacher will give an engaging lecture on the reasons
for the decline of the republic. At the beginning of
the lecture the teacher will ask students to analyze a
map that shows just how fast Rome grew in the span
of 100 years. Students will brainstorm problems that
come from having an Empire of this size and scope.
Lecture will included guiding and thought
provoking questions that ask students to use recall
and to make predictions about the effects of Roman
problems.

about how Rome will deal with

its rising problems

Students will analyze maps,

brainstorm problems with
Rome, answer questions, and
facilitate class discussions

Adaption/Differentiation: Students who having

writing disabilities will receive filled in copies of the
notes
Round Robin
40 min.

Teacher will pass out Cause and Effect Graphic

organizer with four blocks for the four different
reasons for the decline of the republic. Each station
will represent a different reason for the decline of
Rome; slaves in agriculture, inflation, migration and
overcrowding of cities, and civil war over Julius
Caesar.
Teacher will tell students that they are now officially
Roman consuls in charge of dealing with the
problems of the Republic. At each station, students
will copy down the cause and effect into their
graphic organizer. Students will then brainstorm
their solution to this problem. They will write down
their solution on a blank paper at the station. They
will then fold the paper with their solution so the
next group cant see it. They will then repeat this
with the next three stations. At the last station they
will unfold the paper and consolidate all the
solutions into one effective way of dealing with the
problem.
Each group will then share their overall solution
with the class and discuss why they think the other
solutions wouldnt have worked.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13

Students will work

independently at each station to
fill in the cause and effect part
of their graphic organizer.
Students will then work
collaboratively at each station
to come up with solutions to the
problems of the Roman
Republic

Closure 5
min.)

Adaption/Differentiation:
Students that have difficulty writing will receive a
fill in copy of the cause and effects and will just
have to add the solution in at the end.
Teacher will remark to students that governing is not
as easy as it appears. Teacher will ask students to
tweet on Todaysmeet.com/WHA2 an answer to the
question- Why do governments fail?

Students will tweet an answer to

the question, Why do
governments fail? on
todaysmeet.com/WHA2

*Adaption/Differentiation: Please briefly include within your instructional plan how would you
alter/modify various part of the lesson (as seen in the example above) to meet needs of ELLs/struggle
readers, ADHD students, and gifted students? [You can also explain how sections of the lesson are
already meeting needs of diverse student populations]
Materials Needed for the Lesson:
Students will need graphic organizer and writing utensil. Students may use textbook for supplemental
information
References: Give the websites you used as well as the print materials. Discuss how you altered the
material if you borrowed pieces from someone elses work. Use APA 6th edition for citation format.
Ellis, E. G., Esler, A., and Beers, B.F. (2001). Prentice hall world history: Connections to today:
Volume one. Upper Saddle River, NJ: Prentice Hall.
Points
/3 ea.

Rubric for Lesson Plans See full rubric for detailed description of expectations.
NCSS Themes: 1
2
3
4
5
6
7
8 9
10
Objectives/EQ: well written EQ which is essential, objectives well-written and significant
Assessment: aligned with objectives, formative & summative
Content & procedures: HOOK, closure, timing, appropriate, detailed, accurate content, well
chosen strategies

PASS criteria: higher-order thinking, depth of knowledge [disciplined inquiry], meaning beyond
school, active, integrative, ethical valuing
Required elements: additional pieces submitted (incl. powerpoint, notesheet, assessments, rubrics,
etc), on time, strong visual component, use of primary sources

TOTA
L

13.5 15 = exemplary (A)

12- 13.25 = meets target (B)
10.25 11.75 = meets target (C)
10 and below = needs improvement/redo & resubmit

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13