Lesson plan of Ancient Rome: Roman Empire

Objectives (5 minutes)

1. Grasping the Historical Context: Students should be able to describe and understand the historical context that led to the formation of the Roman Empire. This includes the study of the Roman Republic, the Punic Wars, and the rise of Julius Caesar.

2. Studying the Empire's Structure: Students should be able to explain how the Roman Empire was structured, including its political, social, and economic organization. This includes the study of the Senate, the emperors, the social classes, and the economy based on slavery.

3. Analyzing the Roman Legacy: Students should be able to identify and analyze the main legacies of the Roman Empire for humanity. This includes the study of the Latin language, Roman law, Roman architecture, and Christianity.

   Secondary objectives:

   • To develop research and analysis skills through the study of primary and secondary sources on Ancient Rome.
   • To stimulate students' critical thinking and argumentation skills through classroom discussions and writing activities.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher begins the class by reviewing the main aspects of the Roman Republic, the Punic Wars, and the figure of Julius Caesar. This can be done through a brief oral review or through a visual outline on the board. This review is essential to establish the necessary foundation for the study of the Roman Empire. (3 - 5 minutes)

2. Problem Situations:

   • Situation 1: The teacher poses the following question: "How did a small city-state in the Italian peninsula become a vast empire that dominated much of the known world at the time?" This question is aimed at instigating the students' critical thinking and arousing their interest in the topic of the class. (2 - 3 minutes)

   • Situation 2: The teacher poses another question: "What were the main legacies of the Roman Empire for humanity and how do they influence our society today?" This question aims to anticipate one of the main Objectives of the class and encourage students to think about the importance of studying history. (2 - 3 minutes)

3. Contextualization:

   • Context 1: The teacher can contextualize the importance of studying the Roman Empire by explaining how Roman culture and society influenced the development of Western Europe and the Western world as a whole. He can mention the influence of the Latin language on the formation of Romance languages, the influence of Roman law on modern legal systems, and the influence of Roman architecture on European architecture. (2 - 3 minutes)

   • Context 2: The teacher can also contextualize the study of the Roman Empire by explaining how the confrontation between Rome and Carthage in the Punic Wars can be seen as a precursor to the conflicts between the Western world and the Islamic world in the Middle Ages and the Modern Era. He can mention the importance of controlling the Mediterranean for the economy and security of Europe and the Middle East, and how this factor remains relevant today. (2 - 3 minutes)

4. Grabbing Attention:

   • Curiosity 1: The teacher can start the Introduction by telling students that, despite having lived more than 2,000 years ago, many aspects of Roman life are still visible in our modern societies. He can mention, for example, that many words and phrases in several modern languages, including English, are derived from Latin. (2 - 3 minutes)

   • Curiosity 2: Another curiosity that the teacher can share is that, at the height of the Roman Empire, the city of Rome had a population of around 1 million people, making it one of the largest cities in the ancient world. He can challenge the students to think about how such a large city was able to organize and govern a vast empire. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity "Building the Roman Empire" (10 - 15 minutes)

   This practical and fun activity aims to make students understand the structure of the Roman Empire and the dynamics of territorial expansion through a board game.

   • Preparation: The teacher divides the class into groups of 4 or 5 students. Each group will receive a kit of materials, including a blank map of Europe and the Mediterranean, colored Lego pieces, and small self-adhesive labels.

   • Rules: The objective of the game is for each group to "build" the Roman Empire. Each Lego piece color represents a province. Students must place the Lego pieces on the map, according to the sequence of territorial annexations of the Roman Empire. The self-adhesive labels are used to mark the provinces with the name of the city or people who controlled it.

   • Development: The teacher provides students with a list of provinces in the order of annexation and the names of the cities or peoples that controlled them. Students must then, in turns, choose a province from the list, find its location on the map, and place the corresponding Lego piece. They must also place a self-adhesive label with the name of the city or people. The game continues until all provinces have been placed on the map.

   • Assessment: After the game is finished, the teacher reviews each group's map, correcting any mistakes and providing feedback. He also leads a classroom discussion about the strategies used by the different groups and the implications of these strategies for the expansion and stability of the Roman Empire.

2. Activity "Roman Legacies in Everyday Life" (10 - 15 minutes)

   This activity aims to make students realize the presence of Roman legacy in our daily lives through an observation and research exercise.

   • Preparation: The teacher divides the class into the same groups as in the previous activity. Each group will receive a card with a list of aspects of modern life. Examples may include: Latin words and phrases used in everyday life, buildings and monuments inspired by Roman architecture, institutions, and practices based on Roman law, among others.

   • Rules: The objective of the game is for students to find examples of these aspects in the school environment. They must write down their observations and, if possible, take pictures or make sketches.

   • Development: The teacher gives the groups time to circulate around the school and make their observations. They can visit the library, the school office, the teachers' lounge, the sports field, the canteen, among other places. The teacher should accompany the groups, clarifying doubts and providing guidance.

   • Assessment: Back in the classroom, each group presents its findings. The teacher leads a discussion about the presence of Roman legacy in our daily lives and the importance of understanding and valuing this cultural heritage.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • Sharing Solutions: The teacher brings all students together and promotes a discussion about the solutions or conclusions found by each group during the activities. Each group will have a maximum of 3 minutes to share their findings.

   • Connecting to Theory: During the presentations, the teacher should make explicit connections between the students' findings and the theoretical concepts studied. For example, if a group observed that many Latin words and phrases are used in school, the teacher can explain that this reflects the influence of the Latin language, one of the main legacies of the Roman Empire.

   • General Discussion: After all the presentations, the teacher should lead a general discussion, highlighting the main points raised by the students and reinforcing the importance of studying the Roman Empire for understanding our society and culture today.

2. Checking for Understanding (3 - 5 minutes)

   • Key Questions: The teacher should ask key questions to check if the students have achieved the Objectives of the class. For example: "What were the main factors that contributed to the formation and expansion of the Roman Empire?" or "What are the main legacies of the Roman Empire for humanity and how are they manifested in our daily lives?".

   • Individual Reflection: After the key questions, the teacher should give a moment for students to reflect individually on their answers. They can write down their reflections on a piece of paper or in their notebooks.

   • Sharing Reflections: The teacher can, if there is time, ask some students to share their reflections with the class. This can help identify any gaps in students' understanding and guide the planning of future classes.

3. Closing the Class (2 - 3 minutes)

   • Summary of Contents: The teacher should summarize the main points covered during the class, reinforcing the most important concepts and learning Objectives.

   • Connection to Practice: The teacher should highlight how the class connected theory, practice, and reality, reminding students that studying history is not just about past events, but also about how these events shaped the world we live in today.

   • Homework: The teacher can, if he deems it appropriate, give homework to reinforce the concepts learned. For example, students may be asked to research more about a specific aspect of the Roman Empire or to write a short essay on the importance of studying history. The teacher should clarify the expectations and deadlines for the homework.

   • Closing: The teacher thanks the students for their participation, encourages them to continue studying, and says goodbye, ending the class.

This Return is a crucial step for the learning process, as it allows students to consolidate what they have learned, reflect on their own learning, and prepare for future classes or activities.

Conclusion (5 - 7 minutes)

1. Summary of Contents: The teacher should begin the Conclusion of the class by summarizing the main points covered during the class. This includes the formation of the Roman Empire, its structure and organization, and its main legacies for humanity. The teacher can use a visual outline on the board to help recap the key points. (2 - 3 minutes)

2. Connection Between Theory, Practice, and Applications: The teacher should then emphasize how the class connected theory, practice, and applications. He can, for example, explain how the game "Building the Roman Empire" allowed students to better understand the dynamics of the Roman Empire's territorial expansion, while the activity "Roman Legacies in Everyday Life" showed the practical application of studying Ancient Rome. (1 - 2 minutes)

3. Suggestion of Extra Materials: The teacher can suggest some extra materials for students who wish to deepen their knowledge of the subject. These may include books, documentaries, films, and educational websites. For example, the teacher may suggest reading Mike Duncan's "The History of Rome", watching the Netflix documentary "Roman Empire: Reign", watching Ridley Scott's film "Gladiator", and visiting the website "Digital History", which contains many educational resources on Ancient Rome. (1 - 2 minutes)

4. Relevance of the Subject: Finally, the teacher should emphasize the importance of studying the Roman Empire for understanding the present world. He can, for example, explain how studying Ancient Rome can help us better understand the origin of many aspects of our society and culture, from the language we speak to the political and legal systems that govern us. The teacher can also highlight the relevance of critical thinking and historical analysis for the formation of conscientious and active citizens. (1 - 2 minutes)

This Conclusion is an essential step to ensure that students have understood the main concepts and Objectives of the class, and to encourage them to continue studying and learning about the subject. In addition, by suggesting extra materials and highlighting the relevance of the subject, the teacher can spark students' interest and motivate them to explore the fascinating world of Ancient Rome in more depth.