BELMONT UNIVERSITY

DEPARTMENT OF EDUCATION
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Lesson Planning Document

HISTORY/SOCIAL STUDIES LESSON PLAN

Laura Toffoletto
EDU 5220.02

History/Social Studies Thematic Lesson Plan:

Lesson Title: Crossing the Rubicon: A Discussion of Caesar
Part of what unit? Classical Civilizations: Rome 753 BCE 474/6 CE Grade level: 9 - 12
TN State Standards:
AH. 35 Assess the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of
imperial monarchs. (H,P)
Common Core (CCSS) Standards:
NCSS Standards:
D2.His.2.9 12 analyze change and continuity in historical eras.
D3.1.9-12 Gather relevant information from multiple sources representing a wide range of views while
using the origin, authority, structure, context, and corroborative value of the sources to guide the
selection.
Language Objectives (SIOP):
Disciplinary standards? History, government
economics, psychology, sociology)

i.e. history, geography, civics and government,

Thematic Standards: (check which NCSS apply in this lesson)

NCSS THEMES

II

III

IV

VI

VII

VIII

IX

Understandings and Essential Questions

Unit Understanding(s):
Internal factors (such as politics, religion, etc) affect the development of empire.

Essential Question(s) (overarching for unit/semester)

Was the downfall of the Roman Republic inevitable?
How can/can one person change the course of history?
DISCUSSION QUESTION(S): Was Julius Caesar justified in crossing the Rubicon?

INSTRUCTIONAL OBJECTIVES:
I.O. #1 Given: A selection of primary sources on Caesar, Pompey, the first triumvirate, and the civil wars
TLWDAT: The learner will be able to determine whether or not Caesar was justified in crossing the
Rubicon
By: Taking a stance in class discussion

At (performance level): Use of three or more sources in discussion to support the student assessment

TASK ANALYSIS:
Prerequisite Knowledge

Desired Knowledge/Learning

Continuation of the downfall of

Republic lesson, students should
have knowledge of the general
events leading up to this question.
Students will also be given these
sources a beforehand so that they
can read the materials and be
prepare for discussion and debate.

A consensus on whether or not

Caesars actions were justified. Also,
a better understanding of the EQ
How can one person change the
course of history?

PRE-PLANNING

Enrichment/Extended Knowledge

Accommodations/
Differentiation

Assessment (based on objectives)

Formative

Summative

OBJECTIVE 1: Class discussion/debate

of the discussion question. Students
will be assessed based on the use of
their
sources
to
defend
their
argument and participation based on
the guidelines discussed in class.

Assessment
accommodations:
Handouts of sources
provided, as well as the
prompt for students to
brainstorm on.

Assessment differentiation:

Materials
Hand out of the sources
(For Teacher): Discussion question and additional discussion prompts

Integration of Technology
Teacher Use:

Adaptive Technology:

Student Use:

LESSON DESIGN

Time

Accommodatio
ns/
Differentiation

Anticipatory Set (1-3 minute focusing )Attention Signal

Attention Signal

Music in the background when students come in. It

will be turned off after students are settled.

Anticipatory Set

Pose the question, Was Caesar justified in

crossing the Rubicon

Access/Review: The hand out materials on primary sources given in a

previous class. Any notes or previous sources the students believe will help
them answer this question.
Prior Knowledge: The state of Rome prior to Caesars invasion, and the
materials covered in the previous lesson.
Lesson Activities: Discussion/debate of the discussion question. Students will
be given a 5 minute think time to review their notes, sources, and whatever
they think they will need to answer the discussion question. Students will
then be asked to split into yes or no teams. Discussion norms will be
listed in the classroom from day one (be respectful, there is no right or wrong,
etc). Students will briefly be reminded of the list before the question is posed
again. Additional prompts/follow up listed below.
Closure: Students will return to their desks for the exit slip. Students will
write a brief response to the discussion and the EQs for this lesson. (Question
frames something like Based on this discussion, can we safely say the
downfall of the republic was inevitable? Why or why not?

Time
Topic presentation
(What will the students be told?)

Modeling:

Accommodatio
ns/
Differentiation
UDL
Recognition:

Guided Practice (Monitoring Learning):

Checking for Understanding: (Formative)

UDL Strategy:

Independent Practice: Homework (In-class or out-of-class)

UDL: Affective
Networks:

Closure:
Feedback and Evaluation: Summative (checking to see if learning objectives
were met)

Modifications:

Additional Discussion questions/prompts

-

What do we know about the state of Rome prior to Caesars invasion

o

Has this been done before? Is it normal to bring an army into Rome (refer back to
Marius and Sulla)

Is there precedent?

What was Caesar and Pompeys relationship like? What made it change?

Why is the Rubicon significant?

What does it mean in Roman legend and tradition?

How does this make Caesars crossing significant?

What was happening in Rome while Caesar was away?

o

Senate acts, Pompeys behavior, etc

Could this have led to Caesars crossing?

Why did the Senate and Pompey act as they did?

o

Why did Caesar act as he did?

Was the crossing more symbolic?

What were its affects?

What sources support your decision?

o

Specific passages?