Grade Level: 9th

Subject: World History

2 50-minute class periods

Rome: The Destruction of a Republic and the Rise of an Empire

Day 1

Essential Question

 What were the factors that led to the fall of the Roman Republic?

Learning Goals

 We are learning about the causes that led to the fall of the Roman Republic and the

creation of the Roman Empire.

Success Criteria

 I know I am successful if I can analyze the causes of the fall of the Roman Republic

based on a given text.

 I know I am successful if I can identify the reasons for Julius Caesar’s assassination.

State Standards-Social Studies:

 legion
Arizona Social Studies Standards High School

https://cms.azed.gov/home/GetDocumentFile?id=550c589eaadebe15d072aa0a

Strand 2: World History

Concept 2: Early Civilizations

later civilization.

a. Development of concepts of government and citizenship (e.g.,

democracy, republics, codification of law, and development of empire.

Arizona Reading Standards for Literacy in History/ Social Studies 9th-10th Grade

https://cms.azed.gov/home/GetDocumentFile?id=56cb8ac1aadebe16d8c83dd5

Key Ideas and Details

9-10.RH.3: Analyze in detail a series of events described in a text; determine whether

earlier events caused later ones or simply preceded them.

Material and Resources:

 Suetonius, translated by Rives, J. (2007). The Twelve Caesars. London, England:

Penguin Books.

 Tempest, K. (2014). TEDEd: The Assassination of Julius Caesar. Retrieved July 17,

2017 from https://ed.ted.com/lessons/the-great-conspiracy-against-julius-caesar-kathryn-

tempest#watch

 Pronunciation Guide for Suetonius’ Twelve Caesars

Tier 3 Vocabulary

 Patrician

 Plebian

 Republic
  Senate

People

 Augustus

 Mark Antony

 Marcus Lepidus

Instruction

Bell Work- You do it alone (5 mins)

 Quick Write- How did Julius Caesar and his assassination contribute to the fall of the

Roman Republic?

Video clip- We do it (5 mins)

 TEDEd: The Assassination of Julius Caesar

 Thoughts and questions on the video?

Tier 3 Vocabulary Work- You do it (5 mins)

 Rate that word. I will give the students a list of Tier 3 vocabulary words and names, and

they will evaluate each word based on their current knowledge of it. 4 means the student

knows it, 3 means the student has a hunch about it, 2 means they have seen it but do not

know it, and 1 means they have never seen the word before. If the student rates the word

a 4, they will also write down the definition.

Read aloud- Suetonius’ 12 Caesars- I do it (10 mins)

 I will pass out a pronunciation guide for the chapter

 I will read portions from the Julius Caesar section of Suetonius’ 12 Caesars
  I will stop at times to point out key concepts and vocabulary as well as stopping to

answer any clarifying questions.

Small Group discussion- You do it (10 mins).

 Before I begin the small group work I will teach the students the strategies needed in

reciprocal teaching.

 Reciprocal Teaching (during reading strategy)- Students are placed in a group of four and

are given a chunk of text to read from the 12 Caesars. One is the summarizer, another the

questioner, another the clarifier and the final student is the predictor. Students will be

flexibly grouped based on assigned seating.

Closing class discussion- We do it (10 mins)

 What does Suetonius say about Julius Caesar?

 According to Suetonius, how did Julius Caesar have a role in the downfall of the

Roman Republic?

Formative Assessment- You do it alone (5 mins)

 Exit ticket- Do you think the republic would have fallen on its own without Julius

Caesar?

Homework- You do it alone

 Study for tomorrow’s quiz on the fall of the Roman Republic

Day 2

Essential Questions

1. How did an imperial monarchy come to rule Rome?

2. What was the Pax Romana and what impact did it have on the Roman Empire?
 Learning Goals

1 We are learning about the causes that led to the fall of the Roman Republic and the

creation of the Roman Empire.

2 We are learning about the rule of Augustus and the reforms he implemented which led to

the Pax Romana.

Success Criteria

 I know I am successful if I can describe how Augustus became sole ruler of Rome and

examine why his rule brought about the Pax Romana.

State Standards-Social Studies:

 legion
Arizona Social Studies Standards High School

https://cms.azed.gov/home/GetDocumentFile?id=550c589eaadebe15d072aa0a

Strand 2: World History

Concept 2: Early Civilizations

PO 3: Analyze the enduring Greek and Roman contributions and their impact on

later civilization.

b. Development of concepts of government and citizenship (e.g.,

democracy, republics, codification of law, and development of empire.

Material and Resources:

groups and during presentations to signify their social class.

 Rating slips which each group member must turn in at the end of the class.

 Markers and large chart paper for consensus boards.

 PBS.org’s Rome in the First Century

Tier 3 Vocabulary

 Patrician

 Plebian

 Republic

 Empire

 Emperor

 Senate

People

 Augustus

 Mark Antony

 Marcus Lepidus

Instruction

Bell Work- You do it alone (5 mins)

 online quiz on the fall of the republic. 10 questions multiple choice.

Video from PBS.org’s The Roman Empire in the First Century (10 mins)- We do it
  Class discussion. What does the video say about the transition from republic to empire?

How did Augustus change Rome?

Tier 3 Vocabulary Strategy- You do it (5 mins)

 Zip around. Slips of paper will be prepared with various terms and definitions on them.

The first student reads their card, and the student holding the answer to that card will then

respond by reading the answer and the next definition.

Introduction to Group Task- I do it (5 mins)

 I will provide instructions on the group task: A New Beginning. Students will be asked

how their assigned social class was affected by the fall of the Roman Republic and the

rise of the empire.

 I will divide the class up into groups of four based on alternate rankings.

 I will pass out the crepe paper which will be used to make colored sashes representing the

different Roman social classes.

Purposeful Grouping: The groups will consist of senators, soldiers, members of the

equestrian class, patricians, plebeians, people of the provinces, people of Gaul, and slaves. I

will be placing students in groups of 4, and the groupings will be done by alternate rankings.

I will rank students based on their last assessment from highest to lowest.

Consensus Board- You do it (10 mins)

 The group will read their task card; when ready, they will send one person up for paper

and markers.

 The group will have 5 minutes to brainstorm, and complete their individual section of the

consensus board.
  The group will discuss their ideas, and write their consensus in the middle of the

consensus board.

 Each person will have a different color marker to provide for individual accountability

Group Discussion (10 mins)- We do it

 After all the groups have finished their consensus boards, we will come together as a

class and discuss all our consensus boards.

 Final thoughts about the group activity

End of class with formative assessment (5 mins)- You do it alone

 Muddiest Point. What was the Muddiest point of today’s lesson for you?

 Ranking cards from group activity are due at the end of class today