HASS/ Digital Technologies Lesson Plan: Roman Entertainment 1

ICT/Hass Lesson Plan: Roman Entertainment

John Wilgress

22141789

University of Western Australia

EDUC 5464 Information and Communication Technology Curriculum I

Mrs Louise Moroney

10/04/2017
HASS/Digital Technologies Lesson Plan 2

Lesson Plan
Date: Year Level & Learning Area: Year 7 Time: 11:00am
05/04/2017 HASS/Digital Technologies 11:50am
Room: B 2
Topic: Roman Entertainment (Gladiatorial Arena)
Curriculum Links: Specific Objectives/Learning Goals:
Depth Study 2: Investigation of ancient By the end of the lesson students should be
society able to:
ACDSEH039: 1. Define the words Gladiator,
The Significant Beliefs, Values and Practices Colosseum, Amphitheatre through
of the ancient society, with a particular class notes and partake in a multiple
emphasis on everyday life. choice test at the end using Testmoz.
Representation of Data ACTDIK024 2. Converse about role of a gladiator
- Text, image, and audio data during a quick class discussion
General Capabilities: 3. Access a google document then
Cross Curricular: Compare and contrast roles of
- ICT capability gladiators with todays athletes
- Critical and Creative thinking through a student activity using
- Ethical understanding google docs.
- Intercultural understanding 4. Evaluate Roman ethical views in
Skills: terms of gladiatorial combat after the
- Interpret information student activity.
- Collect and organize information
Concepts:
- Perspectives
- Continuity and change
- sources
Prior Learning: Resources/Materials required:
- Yr. 7 Geography Computer Lap with Desktop Computers for the
- Prior Unit in year 7 history class
discussing people who study the Projector
past and sources they use to Computer access for the teacher
research History. Teachers PowerPoint file
- Students should know about table of roman gladiators in google docs
Rome in General after last week Testmoz quiz
and some parts of its culture Padlet Page
- Hollywood Movies about Rome
such as Gladiator and
Spartacus: Gods of the Arena
(might have seen if they have
older siblings
- History Documentaries
Lesson Steps
Time: Procedure Comment
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11:00aam to 1. Pre-Lesson
11:10aam I will place myself at the classroom door. Greet each Ensure Students
(10mins) student and pass them a card. Based on the playing leave their cards on
card they will sit next to other students in that group. your desk when they
Once inside they are to sit down and log into a leave the classroom
computer.

11:10 am to 2. Introduction/Motivation
11:15 am a. Pause and wait for the students to be quite
(5mins) b. Motivate
Watch last two minutes of AFL2016 AFL I think watching this
Grand Final Highlights youtube clip and
Do any of you watch footy, cricket or netball? these questions will
Do you have a certain athlete you are a fan of? really motivate the
c. Introduce with this: average student.
The Romans loved sports; however, their form Who will be able to
of entertainment was a bit different. It involved relate well. (more in
Gladiators with sharpen weapons, exotic blood depth questions later
thirsty animals, free bread and sometimes naval for the stronger
battles. All of this was done in front of students)
thousands of spectators. It was bloody and full
of pure entertainment.
11:15 am to 3. Teacher Input Make sure students
11:22 am (7 I present my short PowerPoint on gladiators. I will dont lose focus on
mins) have this posted for reference on the website page PowerPoint. Have a
(good for students with learning disability): steady yet clear
a. What was a Gladiator? voice. (be
i. Women and Men passionate)
ii. Mostly Slaves and Criminals; also Free
Romans or Citizens
iii. Sometimes to the death sometimes they
were freed and given the Rudis
(wooden sword of freedom)
b. Amphitheatre
i. Built with concert
ii. Great early example in Pompeii, Italy
iii. Built and used throughout the empire
till the fall of Rome (famous ones in
France, Spain Italy, and Greece)
iv. Used to execute criminals
v. Used for Gladiators
c. Colosseum
i. Most famous of all Amphitheatre built
by Emperor Vespasian
ii. Could fit approx. 55,000 people
iii. Emperors of Rome used this to
entertain the masses or Plebs
11:22 am to 4. Class Discussion
11:25 am(3 Were all gladiators slaves? What do you think a
mins) Gladiator was before and now after the
HASS/Digital Technologies Lesson Plan 4

PowerPoint?

11:25 am to 5. Student Activity

11:33 am (8 First show the students how to use and access google
min) docs. Open the doc for them and show them what you
wrote down. Explain to them why they are doing this
activity.
In the pre assigned groups of four, students will
brainstorm who their favorite athletes are today. They
will then access the google document I have placed on
the class Webley website in week 5.The table will
have written information in the rows about different
gladiators. In a separate row students will type who
their favorite athletes are today, time/place, awards/
achievements, type of athlete, fans, and interesting
facts.
Tell the student they are to use the link on the class
11:33 am to Webley page for Padlet now to compare their findings
11:40 am (7 on the google docs page. Explain to them how to use Stronger students
min) Padlet. After students will access the Padlet page on may write more
the class Webley website. On the Padlet they will comments on the
write a short comparison of their athlete with a Padlet page.
gladiator (can be 3 5 words).

6. Feedback/Teacher Input
11:40 am to I will place the Webley and the google doc on the
11:45 am (5 projector. I will ask the students questions:
min) What they now think about gladiators based on the
individual ones and how they might have been similar
to your favorite athletes?
Thank them for their participation today. Tell them
they did a really good job. Ask them to pack up their
things and log off the computer.

7. Conclusion
11:45 am to Before they can leave they are to do a quick 3 part
11:50 am (5 multiple choice quiz on Testmoz together on the
min) projector.
Evaluation of Student Learning:
Based on discussions, observing the class and the quiz at the end; did the students learn
everything in the objectives/ learning goals?

Did the students participate in the activity well?

HASS/Digital Technologies Lesson Plan 5

How did the students form into their groups based on the playing cards?

Did the students have difficulty with the technology?

Were the students engaged while I was speaking and asking questions throughout the lesson?

Self-Evaluation/Reflection:
Was there too much information inside the lesson plan?

Was I able to use time effectively?

Should I use the same technology with the class again? Have they managed to become
capable at using google docs and Padlet?
HASS/Digital Technologies Lesson Plan 6

Was I confident when asked questions?

Did I manage the class well?

HASS/Digital Technologies Lesson Plan 7

References

Kyle, D. (2014). Sport and Spectacle in the Ancient World (2nd ed.). Somerset: Wiley.

Gilbert, R. and Hoepper, B., (2017). Teaching Humanities and Social Sciences: History,
Georgraphy, Economics and Citizenship. (6th Ed.) Melbourne: Cengage Learning.

McInerney, Malcolm. (Compiling Ed.). (2014). Humanities & Social Sciences for the
Australian Curriculum 7. Melbourne: Cambridge University Press.

Potter, D. S. (2004). The Roman Empire at Bay AD 180-395 (pp. 85-98). New York:
Routledge.

School Curriculum and Standards Authority. (2017). Digital Technologies.

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum
browser/technologies/digital-technologies2

School Curriculum and Standards Authority. (2017). Humanities and Social Science.
Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum
browser/humanities-and-socialsciences

Wiedemann, T. (2002). Emperors and Gladiators (1st ed.). London: Taylor and Francis.