Political Development of Rome

Generalization Lesson Plan

Lesson Number 3

1. MATERIALS (5 points)

Materials
Textbook
Social Studies Journal
Brainpop Video of Brainpop
Classroom White Board
Website: https://www.brainpop.com/socialstudies/ancientcultures/romanrepublic/
https://www.brainpop.com/socialstudies/ancientcultures/riseoftheromanempire/

Copyrighted materials must be credited according to APA standards.

Brainpop (1999-2017) Roman Republic. Retrieved from
https://www.brainpop.com/socialstudies/ancientcultures/romanrepublic/
Brainpop (1999-2017) Rise Of The Roman Empire. Retrieved from
https://www.brainpop.com/socialstudies/ancientcultures/riseoftheromanempire/

Vocabulary
Senate- Legal and administrative body of Rome, council of elders
Roman Republic- a form of government in which the people or their elected representatives possess
the supreme power
Roman Empire- the lands and peoples subject to the authority of ancient Rome.
Emperor- the male sovereign or supreme ruler of an empire
Constitution- the system of fundamental principles according to which a nation, state, corporation, or
the like, is governed.

2. OBJECTIVE (10 points)

The objective will state the learning that the students will attain by the end of the
lesson.
State the objective in behavioral terms, as follows:
1. A=Audience: 6th Grade
2. B=Behavior: Apply knowledge and develop generalization concerning the topic
of the Political Development of Rome.
3. C=Conditions: Students should understand the generalizations they have made
about the Political Development of Rome.
4. D=Degree of accuracy needed to achieve the objective: Students should gain
knowledge and develop generalizations about the Political Development of Rome
with accuracy.

After the lesson on using data to support generalizations, students in grade 6 will apply
this knowledge and develop generalizations concerning the topic of the Political
Development of Rome with accuracy.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Lesson will be Composition since students will be gathering and organizing information on a graphic organizer in order
to gain knowledge and develop generalization of the Political Development of Rome. Word choice and using active voice
to discuss generalizations and vocabulary is essential.

Hist. Social Science Standard

6.7 Students analyze the geographic, political, economic, religious, and social structures during
the development of Rome.

State Blooms Level on the Taxonomy in Bold Type: Synthesis/ Evaluation

CCSS ELA Standard

RH.6.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis or relevant content.

CCSS ELD Standard

Emerging
1. Exchanging information/ideas Engage in conversational exchanges and express ideas on
familiar topics by asking and answering yesno and wh questions and responding using simple
phrases.
Expanding
5. Listening actively Demonstrate active listening in oral presentation activities by asking and
answering detailed questions with occasional prompting and moderate support.
Bridging
11. Justifying/arguing
a) Justify opinions or persuade others by providing detailed and relevant textual evidence (e.g.,
quoting from the text directly or referring to specific textual evidence) or relevant background
knowledge with light support.
b) Express attitude and opinions or temper statements with nuanced modal expressions (e.g.,
probably/certainly/definitely, should/would, might) and phrasing (e.g., In my opinion . . .).

College and Career Readiness Anchor Standard CCSS

Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners building on others ideas and expressing their own clearly and persuasively.
Conventions of Standard English:
1. Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.

Language Demand Statement: edTPA p. 61

 Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their definition in
order to participate in a learning task that demonstrates their disciplinary understanding.

Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of the Political Development of Rome represented
by the active vocabulary used. Therefore, students will identify main ideas and details that represent the concept. In
addition, they will be comparing ideas with others.

3. ASSESSMENT (10 points)

Students will be informally assessed while I observe their interactions in class and
group discussions on the concept of generalizations.
Students will be formally assessed through their work in their Social Studies journal
of the Political Development of Rome.
This journal will be displayed for parents to view on Back to School Night.
Independent work (presentation posters) will be authentically assessed. Attached
rubric provides details for assessment.

Excellent Satisfactory/Good Unsatisfactory

Student wrote
3-4 generalizations with
accuracy. Student
compared and contrasted
between the political
development of Rome,
orally and in writing.
Student wrote 2-3
generalizations with
accuracy. Student
compared and contrasted
between the political
development of Rome,
orally and in writing.
Student wrote 1
generalization with accuracy.
Student compared and
contrasted between the
political development of
Rome, orally and in writing.

4. PURPOSE (5 points)

The main purpose of this lesson is for students to come up with generalizations
regarding the Roman Republic and the Roman Empire. They must demonstrate
background knowledge from previous lessons and connect it to new information in
order to create generalizations.
Good morning boys and girls. The past few weeks we have been studying the
political development of Rome. Can you share a few things we have studied about
the political development of Rome? (Allow students to share responses and
thoughts.) Who can tell me the difference between the Roman Empire and the
Roman Republic? (Allow students to share responses and thoughts) Today, we are
going to use all the information we have studied and connect it to the Roman
Republic and the Roman Empire. You should have some knowledge about the
Roman Republic and Roman Empire since we have studied the political
development of Rome from a republic to an empire in previous lessons. Because of
this, it is important to understand the political development of Rome in order to
develop more knowledge of differences between the Roman Republic and the
Roman Empire. In addition, we can learn how the political development of Rome
 has shaped and influenced governments still in existence today.

5. ANTICIPATORY SET/Motivation for Learning (5 points)

I will pair the students up in the pair share groups and hand each group an envelope
of six facts pertaining to the political development of Rome. Also in the envelope is
two large cards labeled Roman Republic and Roman Empire. Each group will have
to separate the six facts and place them under the appropriate label, either Roman
Republic or Roman Empire.

6. LESSON BODY (25 points)

Justify for your choice of strategies.

Students will apply their background knowledge on the topics about the Roman Republic and Roman Empire
to consider how the political development of Rome has influenced governments today. In addition, students will
use prior knowledge from previous class lessons to develop a graphic organizer, comparing and contrasting
the Roman Republic and the Roman Empire.

Note: The inducing-a-generalization technique helps pupils arrive at an

explanatory generalization by applying their own logical thinking skills. The
teacher begins by selecting a well-validated generalization and finding specific
examples that support its truth. The learners are presented only with this
evidence. They are challenged to develop an explanatory generalization that is
consistent with the evidence. These steps are typically followed:

Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.

Class, we have studied all about the political development of Rome. I am going
to show you a video of the Roman Republic and Roman Empire. I want you to
take notes from the videos and then look at the data charts of the two lists below
and lets see what we can say about this information.

Roman Republic Roman Empire

Citizens have say in government Divided empire into provinces
Had two parts in government Built huge buildings and structures
Senate had the most power Ruled by emperor-based imperial
Had a written constitution and elected dictatorship
officials Was ruled by an emperor
Worshiped Roman Gods Worshiped Roman Gods
Capital was Rome
Capital was Rome
Destroyed by Civil War
Destroyed by Civil War
Spoke Latin
 Had a Senate Exported wine and marble
Owned Italy Peninsula Spoke Latin
Exported wine and marble Had a Senate
Owned Italy Peninsula

Step 2. Pupils compare or contrast data, discuss and note relationships and
general trends. Script the discussion.

How are they alike?

S1: I see that both exported wine and marble
S2: Both the republic and empire owned Italy Peninsula
S3: Both Spoke Latin
S4: Both were Destroyed by Civil War

How are they different?

S1: Citizens have a say in the Roman Republic
S2: Roman Republic had two parts in the government
S3: The senate had the most power of the government in the Roman Republic
S4: The Roman Empire divided their empire into provinces
S5: The Roman Empire was led by an emperor
S6: The Roman Empire build huge buildings and statues

Step 3. Ask students to develop generalizations of their own based on the data,
discussion and their background information.

Class, how do you think we could explain the relationships and general trends we
see? Can anyone think of a way to say it? Script (Ex. What have they learned
about building boats, floating objects, etc?) Add several student responses and
script the discussion.

The Roman Republic had a written constitution and elected officials.

The Roman Empire was ruled by an emperor.
The Roman Republic and Roman Empire were both destroyed by civil wars.
Both the Roman Republic and Empire both exported wine and marble.

Have students consider each of the proposed generalizations. Is each

generalization supported by the data? Script this discussion.
Facts on the chart are from things we have studied.
Our textbook shared a lot of these things to help us see the differences.
 I remember the videos and pictures we watched about the difference of the
Roman Republic and Roman Empire.

7. CLOSURE (5 points)

Ask the students to state here, in their own words, what they learned about the use of
data to form generalizations. It is here that you pull them back together as a class for a
moment.
Ask:
What did you learn from the data today concerning the Political Development of
Rome?
What have we learned about using facts/data/evidence to solve problems
(generate new ideas, form conclusions, etc.)
The issue here is to help students learn the PROCESS as well as to develop the
PRODUCT. They should be able to express in their own words the learning they
acquired.
Ask them if they have any other comments. Script possible responses.
S1: How is the Roman Republic similar to our government today?
S2: Why are there no longer any emperors?
Teacher should restate the learning one last time in another way.
Fully script what you will say as well as possible student responses.
Class, today we used our knowledge about the political development of
Rome to discover how or why they influenced each other and lead to their
dominance. We also used the information we studied to make generalizations,
such as the similarities and differences between the Republic and Empire. As
you can see the political development of Rome was a huge reason Rome was
such a powerful and influential civilization.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.

Asking students to evaluate information covered in previous lessons and discuss their new information with
their classmates and teacher will provide them with independent practice since it is consistent with what
students have learned in class. In addition, it requires them to think independently and use resources outside
of those used in the classroom. This lesson represents training in the area of applying and classifying
information, so a mild form of independent research is an ideal task for learning outside the classroom.
Independent practice will often create dialogue at home and will allow students to share what they learned or
get help from their family (parent/guardian) in finding additional examples. In researching and reading about
the political development of Roe, students will discover new information, which will benefit them as we move
forward on the topic of the Political Development of Rome.

After students have completed their double bubble thinking map, they will be able
to share the information they have come up with.
Assign work that is to be done without your help. (Ex. Now students can write in
 their journals about the ideas discussed. This can be an open-ended writing that
allows for further thinking.
The list of generalizations will still be visible on the board or a chart and students
can also list them in the journal. Some will need the reference and others wont
need it at all but you have taken care of a diverse range of writers and thinkers.

Student will be assigned to create a double bubble thinking map where they write
a brief statement to compare and contrast the Roman Republic and Empire
versus our current government being used in the United States.
This will give students the opportunity to make further generalizations about their
own countrys government.
They can also be challenged to ask their family about their countrys government.
They will also be asked to illustrate (draw/find pictures from internet) and provide
it with the double bubble thinking map they have created.
The assignment will be assessed by using a rubric:

Excellent Satisfactory/Good Unsatisfactory

Student provided/compared Student provided/compared Student provided/compared
4-5 points between the 2-3 points between the at least one point between
Roman Republic/Empire Roman Republic/Empire the Roman Republic/Empire
and U.S.A government. and U.S.A government. and U.S.A government.
Included all necessary Included all necessary Included all necessary
components and did so in components and did so in components and did so in
presentation format. presentation format. presentation format.
These double bubble thinking maps will be hung in our classroom wall
after sharing and comparing/contrasting their findings with their classmates. They
will also include their illustration in their Social Studies Journal. Both of these
assignments will be displayed for back to school night where families have the
opportunity to explore the unit the students have been learning about.

After several sessions of this type of lesson, students should be able to

analyze another set of data and formulate generalizations on their own.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

Wright Text Description of strategy How strategy is Rationale for selecting

helpful & links to
student/standards
1. Main Idea Map This teaches students to To help identify key I would use this as a
generate a graphic words for the tool to write down key
organizer containing the definition of empire. words from the political
main ideas of a passage. development of Rome.
This will help students
better identify key
terms that can be used
to generalize the
political development
of Rome.
2. Prior Through a series of Linking new facts to Due to this being a
Knowledge: guided questions, the prior knowledge continuation lesson on
Activating the instructor helps increases a the political
known students activate their students inferential development of Rome,
prior knowledge of a comprehension. linking old information
specific topic to help with the new may help
them comprehend the the students with
content. comparing and
contrasting the Roman
Republic and Roman
Empire.

50 Literacy
Strategies
1. K-W-L Charts This is used to activate This instructional Activating prior
students background strategy exemplifies knowledge is key to
knowledge about a topic many of the help the students better
and to scaffold them as characteristics of understand what weve
they ask questions and effective instruction covered in previous
organize the information for students who are classes.
theyre learning. learning English.
2.Alphabet Books Students need multiple, This is crucial for Giving students
meaningful experiences expanding ELL something they can be
with words to expand vocabulary because proud of is key to
their vocabularies. their word keeping them engaged.
knowledge Allowing the students
significantly affects to complete a graphic
their achievement. organizer with an
illustration is a great
way for students to
display their
knowledge.
50 Social Studies
Strategies
1.Primary Sources Students can use a This can help Allowing students
number of sources to students access multiple sources in
research and validate moments of life from doing research and
 their learning objectives. the past, revealing expanding their
elements of social, knowledge of modern
political, economic, governments is a great
and/or cultural way to keep students
history. engaged and learn
research with multiple
sources.
2. Newspaper Publishing classroom Student-made This encourages the
Making newspapers is an active, newspapers examination of the era
enjoyable, and creative challenge students from a variety of
instructional strategy. to interpret and perspectives and in a
demonstrate their variety of formats.
social studies
conceptual and
content
understanding in a
nontraditional
manner.
Technology Brainpop videos This strategy is This is a great
Resources covering the Roman helpful in allowing accommodation for EL
Republic and Roman students visual and learners and a great
Empire with subtitles aural modifications way to break up the
to keep them monotony of reading
engaged. the textbook.
 10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical
basis for this lesson model and a rationale for why you have selected this content for
this lesson model. Link your rationale to the specific lesson objective/standard cognitive
level and corresponding descriptive words (i.e., evaluate, generalize).
(10 points)

Structure of Knowledge

Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Generalization Instruction plan is based on helping students evaluate the differences
between the Roman Republic and the Roman Empire. This lesson plan also allows students
Evaluation to apply their previous background knowledge about current governments to the new
information gathered throughout this lesson.
Generalization Instruction plan allows students to construct a list of facts regarding the
Synthesis
political development of Rome by synthesizing their similarities and differences.
Analysis
Application
Comprehension
Knowledge

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment
just as if you were a student in your class. Use the appropriate paper, print, and line size
suitable for the developmental level of the class.