L3+Rea,+Brittany

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**
 * Teacher’s Name:** Miss Rea
 * Lesson # :** 3
 * Facet:** Application
 * Product:** Interactive graphic organizer
 * Grade Level:** 10th
 * Topic:** The Roman Senate

**__Objectives__**
 * Student will understand that** historical perspective is developed from concepts and processes from the Roman Empire.
 * Student will know** the rules and procedures of the Senate.
 * Student will be able to** use concepts and processes from Ancient Rome to solve a problem.

**__Maine Learning Results Alignment__** Maine Learning Results: Social Studies - E. History E2: Individual, Cultural, International, and Global Connections in History Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC - 600 AD"
 * //Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//**
 * Rationale:** The Senate was the law making body for Ancient Rome for much of its history. Learning about how it functioned and what its purpose was helps to show how Roman culture worked legally.

**__Assessment__** The main body of this lesson revolves around an ungraded debate that the class will participate in. While participating in the debate, students will be demonstrating their knowledge of how the Roman Senate worked and they will have to use their knowledge of Ancient Rome to persuade the rest of the class to accept their solution to the problem at hand. The teacher will be on hand to make sure the students are following the rules of the Senate and to make sure that all comments and debate points are appropriate for the school environment.
 * Formative (Assessment for Learning)**

Students will form an opinion about the topic assigned for their debate and use the interactive graphic organizer of their choice to write down their arguments that they will use during the debate in the next class period. The students will have to print out a version of their interactive graphic organizer and turn it in after the class debate. The organizer will be graded on whether or not it was completed. This is an easy pass or fail assignment for the students.
 * Summative (Assessment of Learning)**

**__Integration__** Technology: Students will fill out the interactive graphic organizer of their choice from a list found on a web site that the teacher will provide.

English: Students will be filling out a graphic organizer and doing research both online and in their notes.

Debate: The culmination of this lesson is the final debate that the students will participate in.

Drama: The students will be taking on the role of a member of the Roman Senate for a class period and some will have the change to take on the role of more powerful persons in the Empire.

**__Groupings__** To split the class into two different groups, the teacher will take all the desks on one side of the room and make that one group while the desks on the other side of the room will be the other group. Students taking on other roles will be picked equally from each side of the room or elected by their particular group.

**__Differentiated Instruction__**
 * Strategies**
 * Verbal/Linguistic:** Debating and filling out the graphic organizer.
 * Logical/Mathematical:** During the debate, calculations may have to be made for building materials, supplies for the army, or how many people can fit in a given area.
 * Interpersonal:** The students will be working both together and against each other to solve the problem presented for the debate.
 * Intrapersonal:** Students will have to think through their argument before the debate and have a plan already in place.
 * Naturalist:** Students will have to take into account the impact their decisions will have on the environment.
 * Bodily/Kinesthetic:** During the debate, students will be able to walk around, gesture, and use whatever means they can within the rules to persuade their classmates.


 * Modifications/Accommodations**
 * //I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

A student who is absent will be able to get the notes from the lecture portion of the class and will still be required to complete an interactive graphic organizer outlining their points for the class debate. If a student happens to be absent on the day of the debate they will not be able to make up that experience. Even though the debate is not graded they may feel a personal loss at missing the class activity. Unfortunately, nothing can be done about that.
 * Absence**

Every student will be filling out their own interactive graphic organizer. They will use this organizer to arrange their information that will be used in the class Senate debate.
 * Extensions**

**__Materials, Resources and Technology__**
 * Laptop
 * Projector
 * Cord to connect the laptop to the projector
 * Power cord for the laptop
 * Notebook paper
 * Pencils
 * Columns
 * Chairs for the non-Senators to sit in

**__Source for Lesson Plan and Research__** Interactive Graphic Organizers: [] or [] Sources for content: [], [] , [|http://pages.interlog.com/~gilgames/senate.htm] , [] ,

**__Maine Standards for Initial Teacher Certification and Rationale__**

Students who learn using the puppy or the beach ball style will like the balance of freedom and control that this lesson provides. They will also feel confident in voicing their opinions as they will already have all their thoughts put down on paper and will not have to scramble for something to say. Clipboard learners will appreciate having to follow the rules and procedures of the Roman Senate and having a graphic organizer. They will feel organized and will have a definite plan of action to follow. Finally, microscope learners will like that they will have to follow the lines of thinking of the other students and logically come up with a solution that will satisfy everyone.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

Maine Learning Results: Social Studies - E. History E2: Individual, Cultural, International, and Global Connections in History Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC - 600 AD" Student will know the rules and procedures of the Senate. All of the information that the students will be gathering and learning about in this lesson will be used in the final class debate during the last day of this lesson. Students will have to remember how the Senate is supposed to run, follow those rules, and manipulate the content knowledge that they have at the same time in order to participate in the class activity.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * //Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//**
 * Rationale:** The Senate was the law making body for Ancient Rome for much of its history. Learning about how it functioned and what its purpose was helps to show how Roman culture worked legally.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal/Linguistic:** Debating and filling out the graphic organizer.
 * Logical/Mathematical:** During the debate, calculations may have to be made for building materials, supplies for the army, or how many people can fit in a given area.
 * Interpersonal:** The students will be working both together and against each other to solve the problem presented for the debate.
 * Intrapersonal:** Students will have to think through their argument before the debate and have a plan already in place.
 * Naturalist:** Students will have to take into account the impact their decisions will have on the environment.
 * Bodily/Kinesthetic:** During the debate, students will be able to walk around, gesture, and use whatever means they can within the rules to persuade their classmates.

Technology: Students will fill out the interactive graphic organizer of their choice from a list found on a web site that the teacher will provide.

The main body of this lesson revolves around an ungraded debate that the class will participate in. While participating in the debate, students will be demonstrating their knowledge of how the Roman Senate worked and they will have to use their knowledge of Ancient Rome to persuade the rest of the class to accept their solution to the problem at hand. The teacher will be on hand to make sure the students are following the rules of the Senate and to make sure that all comments and debate points are appropriate for the school environment.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

Students will form an opinion about the topic assigned for their debate and use the interactive graphic organizer of their choice to write down their arguments that they will use during the debate in the next class period. The students will have to print out a version of their interactive graphic organizer and turn it in after the class debate. The organizer will be graded on whether or not it was completed. This is an easy pass or fail assignment for the students.
 * Summative (Assessment of Learning)**

**__Teaching and Learning Sequence__** The class will have the desks divided in half and then placed in rows that will face each other. This is in imitation of that way the Roman Senate was set up. Agenda: 3 day lesson.
 * Day 1:**
 * Attendance, any announcements that need to be made, and show one or two of the Xtranormal videos that the students had turned in (15 minutes)
 * Go over the terms, concepts, and people for this lesson, and hand out sheet describing the rules and procedures of the Roman Senate. (45 minutes)
 * Present the interactive graphic organizer assignment and tell them about the debate in the next class (5 minutes)
 * Allow students to find their graphic organizer and begin working on it (10 minutes)
 * Have students pack up and prepare to go to their next class or home (5 minutes)
 * Day 2:**
 * Attendance and any announcements that need to be made (10 minutes)
 * Work day. Give students time to complete research for the debate and ask any questions they may have (50 minutes)
 * Go over the plan for the next day. Say what is going to happen when and remind them of the rules for the debate (15 minutes)
 * Have students pack up and prepare to go to their next class or home. (5 minutes)
 * Day 3:**
 * Attendance and any announcements that need to be made (10 minutes)
 * Class Senatorial debate (60 minutes)
 * Wrap up the debate and state the class conclusion and collect the graphic organizers. (8 minutes)
 * Have students pack up and prepare to go to their next class or home (2 minutes)

Students will understand that historical perspective is developed from concepts and processes from the Roman Empire. Students will get practice with public speaking, will develope greater problem solving skills, and gain a basic understanding of how the U.S. Senate operates. **//Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//** Have the classroom set up and decorated as the Senate chamber (or as close as can be).
 * Day 1:**
 * Where, Why, What, Hook, Tailor:** Intrapersonal

Student will know the rules and procedures of the Senate (See content notes). The content for this lesson will be delivered in the form of a lecture given to the students on day one. This is where they will receive all the back ground information they will need for the debate in the next lesson and the sheet that summarizes how the Roman Senate worked. After the background information is given, students will fill out an interactive graphic organizer of their choice with the information they will use in the class debate.
 * Day 1/Day 2:**
 * Equip, Explore, Rethink, Tailors:** Verbal/Linguistic, Logical/Mathematical, and Intrapersonal.

The core of the third day of the lesson is devoted to the class Senatorial debate. The class will be divided in half simply by making an imaginary line down the center of the classroom and the students on one side of the line are a group and students on the other side of the line are a group. Each group will then elect one member of their group to act as one of the Consuls for the day. Other students will be picked at random to be ambassadors from the provinces/other countries or special experts that have been called in to educate the Senators about a certain issue. Once the debate starts, the students will be demonstrating their mastery of the content knowledge and of the rule and procedures of the Roman Senate as they work their way to a conclusion over the topic they have been given. As the debate continues, students will have to adapt their arguments to either contradict a statement made by another class member (Senator) or to now support their new position on the topic at hand.
 * Day 3:**
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** Verbal/Linguistic, Logical/Mathematical, Interpersonal, Intrapersonal, Naturalist, and Bodily/Kinesthetic.

The process of participating in a debate is its own method of having the students self-assess their work. Everything they have done is being challenged by their peers and they will have to adapt to that. During the debate, the teacher will be on hand to direct the action and to answer any questions that may arise as the debate goes on. Further feedback will be provided on the graphic organizer that the students will hand in after the debate is complete. While the organizer will only be graded on whether or not they were completed and handed in, the feedback will cover such things as the amount and quality of the information on the organizer as well as if the student made a good choice of a graphic organizer and give examples of organizers that would have worked better for the type of work the student was doing. As with all the lessons for this unit, it is another piece to the puzzle that is the culture of Ancient Rome. So far they have looked at the different people of the Empire and how the laws affected the people and now they will have looked at how the main governing body of Rome functioned. The next lesson will just be another piece of this very large puzzle.
 * Day 3:**
 * Evaluate, Tailors:** Verbal/Linguistic, Logical/Mathematical, and Intrapersonal.

The rules and procedures of the Senate: Before a Roman could be a part of the Senate, they had to meet certain criteria. A Senator had to be rich, had to have served in "some form of some magistracy in the Commonwealth" (roman-colosseum), and they had to be of a certain age. When the Senate first came into being, a man had to be thirty-two years old before they could become a member; but when Caesar Augustus came into power he lowered the age to be a senator to twenty-five years. Even if a Roman met all the criteria they could not simply become a Senator. A Roman had to either be chosen by the Consuls, Tribunes, or the Censors or have inherited the position from someone in their family. Along with the Senators, the two Consuls for that year would also participate in Senate procedures. Each Consul would take turns acting as the primary director of the Senate for a month at a time. During their month as primary director, the Consul would determine who would speak next and they could set or change the agenda for the Senate anyway they chose. Along with the primary director there was a Princeps Senatus. The Princeps Senatus would serve for a term of five years and would act as the leader of the house. Their duties were to open and close meetings of the Senate, set the time and place for Senate meetings, read documents before the Senate, meet with dignitaries, and keep order during the sessions. As the Senate became a perminate part of Roman life, it began to have regular meeting times. The Senate would meet on the Kalends (first of the month), the Nones (day of the half-moon, later the Senate would no longer meet on these days), and the Ides (the day of the full moon, either the thirteenth or the fifteenth day of the month). Before the beginning of each Senate meeting, the magistrate would off a sacrifice to the gods and "read the signs" before he would enter the meeting place. If the signs were good the Senate meeting would go on but if they were not good than the Senate would meet on a different day. The next thing that would happen was the entering of the Consuls. Now every time a Consul would enter the Senate chamber all of the Senators would stand up as a sign of respect. When the time came for the debating to begin, the Consuls would always have the first word. Who spoke next was determined by birth and by seating order. The closer a Senator sat to the Consuls, the sooner they would be allowed to speak and a Patrician would always be allowed to speak before a Plebeian even if they were of equal rank in the Senate. If a Senator had something to say on the matter being debated, they would stand until acknowledged by the primary director. One important thing to note is that not every member of the Senate could speak, or vote for that matter. A Senator had to earn the right to speak in the Senate or they had to hold or have held one of a few specific government offices. Members of religious orders were generally not allowed to speak or vote unless what was being debated dealt with the Roman religion. If a Senator was allowed to speak, they were allowed to speak freely on the issue being debated and it was common practice for a Senator to employ various methods to either delay or subvert a vote. In order to determine what side of a debate would win the Senate used one of two methods. If a matter was deemed unimportant, the Senators would either verbally respond or raise their hands; if a matter was deemed important or if it was a formal matter the Senators would vote by moving to the side of the room that represented their side of the debate. In order for a motion by the Senate to pass into law, a quorum (some type of majority) had to be present for the vote and once a motion was passed only the Senate would be able to reverse or cancel that motion.
 * Content Notes**

Paper outlining the rules and procedures of the Roman Senate.
 * Handouts**