Social Studies Lesson Plan Template

Group Members/Group Name: __Shayna Griffin, Hannah Hardy, Adam Brady, Gabby Ivey, Brittany Jarvis
Thematic Unit Theme/Title/Grade Level: ___ _____Important Figures of Ancient Rome________
Group Weebly space address: _______________________________________________________
Daily Lesson Plan Day/Title: __ __Julius Caesar_________
Lesson Length (ie. 30 minutes): __30 Minutes________________

Rationale for Instruction
A rationale is an essential part
of thoughtful planning of
classroom instruction. This is a
brief written statement of the
purpose for instruction and the
connection of the purpose to
instruction that has come
before and will follow.
NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
Ancient Rome and the people who impacted it are a very significant part of world history. It’s important
for students to make connections and discovery similarities between events that took place during this
time period, current events and other historical time periods. Making connections will help students to
better understand and relate to history and to develop critical thinking skills about social studies events.
It’s also important that students understand the consequences of actions and this unit on how different
people impacted Rome will highlight this cause and effect.
NCSS Theme:
People, Places and the Environment- Social studies programs should include
experiences that provide for the study of people, places, and environment
Power, Authority, and Governance- Social studies programs should include
experiences that provide for the study of how people create, interact with, and
change structures of power, authority, and governance.

These can be downloaded from the Time, Continuity, and Change- Social studies programs should include
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
experiences that provide for the study of the past and its legacy.

Standards:

SS.6.W.3.8 Determine the impact of significant figures associated with ancient

Rome.

SS.6.W.3 Recognize significant events, figures, and contributions of classical

civilizations (Phoenicia, Greece, Rome, Axum).

SS.6.C.1.2 Identify how the government of the Roman Republic contributed to the

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Learning Objectives
What will students know and
be able to do at the end of this
lesson? Be sure to set
significant (related to NGSS
Themes, CCSS, and NGSSS),
challenging, measurable and
appropriate learning goals!
Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.
Social Studies Lesson Plan Template
development of democratic principles (separation of powers, rule of law,
representative government, civic duty).
SS.6.W.1.1 Use timelines to identify chronological order of historical events.
LAFS.6.SL.1.1 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.
The student will be able to identify Julius Caesar’s contributions to Roman life and politics.
The student will be able to compare and contrast events from the life of Julius Caesar and determine
whether they were beneficial or detrimental to certain social groups.
The student will construct a well informed paragraph that uses the elements that they have studies about
Roman culture and the significance of Julius Caesar’s actions in Rome into a fictional account of Julius
Caesar had he lived a longer life.
The student will demonstrate their ability to participate in a group discussion and clearly express their
ideas while building on the topics we are learning.
To begin the Social Studies block of our day the students will prepare by clearing their desks of all
materials except for a pencil and a piece of paper. They will take out their laurel wreaths that we made
earlier in the unit and place them on their heads for it’s now time to enter Rome and learn about how it
was influenced by Julius Caesar. (Students will already have learned that the wreaths are only worn by
great leaders of battle and those who have saved another’s life in battle, not all citizens of Rome. For our
purposes they are worn for fun and to engage the students in the theme) (use of gestures and
demonstrations will be used to convey meaning)
Anticipatory Set:
The classroom will go on a mini scavenger hunt to discover the name of today’s lesson on figures in
Ancient Rome. The teacher will give the first clue and the class can work together to come up with the
answer. (ESOL students will be given the clues to look more closely at and read at their own pace. They
will also be able to work with the rest of the class and ask questions from them. I will continue to
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 Social Studies Lesson Plan Template
gesture and demonstrate what is expected.) The teacher will randomly choose a student to find the item
and read the next clue.
First Clue: This person is credited with reinventing the tool that places 365 units in manner that allows
us to keep track time. The seventh unit of this tool is named after this person (calendar)
-A student will find the calendar in the room and turn to the 7th month-July and find the next clue there.
They will read it to the class. (If an ESOL student finds the clue, depending on their level, they may read
it to the class or opt for another student to read it aloud) Along with the lesson’s first name (Julius)
Second Clue: Julius’ wanted to make sure that everyone knew what was happening in the community.
He created a tool that is still used today. It’s made of paper and is read to get information on world and
local events.
-a Student will find the fake newspaper on the teachers desk that has the headline: MRS. GRIFFIN’S
CLASS WILL NOW LEARN HOW JULIUS CAESAR INFLUENCED ROME
-all students will return to their seats to prepare for the next part of the lesson.

Instructional Input and Procedures:

Students will watch the Youtube video https://www.youtube.com/watch?v=uJ-XgaOkPuk&t=273s This
video will serve as a review of how ancient Rome and how the republic worked, it will also highlight
the accomplishments and influences that Caesar had on Rome. The students will need to pay close
attention to the information in the video and take down notes on what they think are some of Caesar’s
accomplishments and influences on Rome. (ESOL-the video will serve as a visual and will be shown
with closed caption to help facilitate understanding, student may work with a partner depending on
level. ESOL students may also draw pictures to record their notes) We will write these notes on the
board, review and discuss these notes as a class and I will facilitate discussion to add to the list as
needed.

Then the class will be shown the graphic on Patricians Vs Plebeians (see attached) and we will discuss
as a class what these two groups mean. (graphic with info will be used as a visual aid. I will use gestures
to convey meaning)
Next the class will be split up into two groups. One group will be the Patricians and the other group will
be the Plebians. The students will need to complete the next task with this is mind. They are now to look
at the notes that we collected/discussed about Caesar and view it as either a pro or a con considering
their place in Roman society. (ESOL students are able to work with a partner)
The students will create a T-chart and write each item under either the pro or con column. When each
group is finished we will compare charts to decide if Roman’s might have believed that Caesar was
either good or bad for society based on their status. I will then facilitate conversation as to how this
might have lead to Caesar’s death.
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Assessment
 How will student learning be
assessed?
Authentic/Alternative
assessments?
 Does your assessment align
with your objectives,
standards and procedures?
 Informal assessment (multiple
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes
Resources/Materials
Social Studies Lesson Plan Template
To end the lesson, the students will each write one paragraph where they create an alternate ending to
Caesar’s life. They will construct a fictional tale that includes the elements they have already learned
from ancient Rome and of Julius Caesar and they will add their own creativity to imagine what would
have become of Caesar and of Rome if he had not died on the Ides of March 44 B.C.
(Depending on level of ESOL student they will either write the paragraph or draw a scene depicting the
fictional life of Caesar)
Unit Pre-Assessment: Kahoot www.kahoot.it (ESOL to be given a printed out version of the quiz)
Unit Post-Assessment: Jeopardy Game: Students will construct the questions and answers. I will pick
and choose random questions and answers from all the students and create a gameboard for the whole
classroom. (ESOL student given hand out with the questions)
Daily Lesson Plan Assessment: Students will be given a formative assessment during discussions and
classroom participations.
Taking notes during video
Pro and Con chart
Discussion on how Patricians Vs Plebeians may have viewed Caesar
A summative assessment will be done with the paragraph written about Caesar’s alternate ending.
I will look for storylines that support their understanding of Roman culture and how Caesar played a
part in it.
Books/Digital Resources:
Turner, Megan. [Megan Turner]. (2016, Dec. 2). Julius Caesar-Mini Documentary
Retrieved from http:// www.youtube.com/watch?v=uJ-XgaOkPuk&t=273s
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Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented
students, Learning/Reading
disabilities, etc.
These accommodations and/or
modifications should be listed
within the procedures section
of the lesson plan as well as in
this section of the document.
Additional Comments and
Notes
Social Studies Lesson Plan Template
Patricians vs Plebeians picture
Medina, Nico. (2014). Who Was Julius Caesar. New York, New York: Grosset & Dunlap.
James, Simon. (1990). Eyewitness Books: Ancient Rome. New York, New York: Alfred Knopf, Inc.
Materials:
Laurel Wreaths (previously made)
Scavenger Hunt: Calendar, Fake Newspaper. Clues
Handouts for ESOL students
Paper/Social Studies Notebook
Writing utensil
Whiteboard and Markers
Doc-Cam
ESOL Students and Students with Learning Disabilities: Visual aids will be used throughout the lesson
along with gestures and handouts that will give the student more time to read the material. Students will
also be able to answer questions/take notes using pictures along with text to help convey meaning.
Students will also be allowed to work in groups or pairs as needed and extra time will be provided for
the writing assignment.
Gifted/Talented: Opportunity to lead the class in discussions. They will be given the opportunity to
create a one act play or scene instead of writing a paragraph about Julius Caesar’s alternate life and
accomplishments.
For Homework students will explore Rome on Google Earth. They will take notes on specific
architectural structures that they view and speculate what those buildings may have been used for. For
students without computer access at home, they will be given time in class to work on this.
Modified 2/18 – Van De Mark from document created by L. Spaulding
Social Studies Lesson Plan Template

Modified 2/18 – Van De Mark from document created by L. Spaulding