Economics of Games

Context

This lesson is for Year 11 Social Sciences students in a multi-categorical classroom in NSW. The focus is on the economics behind the Roman Games, including how they were funded and the role of sponsors. The lesson will provide age-appropriate depth, catering to students with mild intellectual disabilities and autism, who are in a life skills program but engaging with content suitable for Year 9-10 level historical inquiry. The lesson aligns with the NSW History and Economics & Business syllabus achievement standards for Years 9 and 10, adapted to this context.

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Learning Intentions

• Students will understand the economic factors influencing the Roman Games, including funding sources and the role of sponsors.
• Students will analyse how financial aspects shaped the nature and scale of the Roman Games.

Success Criteria

• Students can identify and explain the main sources of funding for the Roman Games.
• Students can describe the role sponsors played and how money influenced the organisation of the Games.

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NSW Curriculum Links

Humanities and Social Sciences (HASS)

• History Year 9 Achievement Standard: Explain social, cultural, economic, and political aspects of historical periods; develop questions and analyse sources for historical inquiry; use historical knowledge to explain cause and effect
• Economics and Business Years 9-10 Achievement Standards: Analyse economic factors influencing decisions; explain how financial resources affect activities; use economic knowledge to make informed arguments

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Lesson Duration

60 minutes Class Size: 5 students

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Lesson Sequence

1. Introduction and Context Setting (10 minutes)

• Briefly explain the Roman Games: large-scale public events featuring gladiators, chariot races, animal hunts.
• Introduce the idea that these events required a lot of money and resources.
• Learning Intention: "Today we will explore where the money came from for the Roman Games and why this mattered."

Teacher prompt: "What do you think it would cost to put on a big event like the Roman Games?" Encourage students to think about costs (people, animals, food, entertainment).

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2. Discussion: Funding the Roman Games (15 minutes)

• Explain the main sources of funding: wealthy sponsors (patrons), the state/government, sometimes public donations.
• Explain the role of sponsors (patrons): rich people who paid to organise games to show their power, gain popularity, or favour with the public.
• Show simplified examples or visuals (e.g., a patron announcing the games, paying gladiators and workers).

Activity: Students share ideas about why sponsors might want to pay for games. Use a “Think-Pair-Share” approach for students to verbalise and write down reasons like gaining fame, political power, or goodwill.

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3. Exploration: Economic Impact and Influence (15 minutes)

• Discuss how money shaped the scale and nature of the games (e.g., bigger money = more exotic animals, larger crowds).
• Discuss consequences: impact on society (patrons gaining influence; economic opportunities for business owners like food sellers).
• Ask students to consider parallels with modern events (sports games, concerts).

Activity: Students in pairs or individually write or dictate a short paragraph describing "How money affected the Roman Games and people involved."

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4. Source Analysis Activity (15 minutes)

• Provide students with simplified primary/secondary source extracts or images relating to sponsors/funding of Roman Games (adapted for accessibility).
• Guide questions: Who is paying for the event? Why? How do you think this affects the event?
• Use graphic organisers or simple tables for students to record information.

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5. Conclusion and Reflection (5 minutes)

• Recap key ideas: The Roman Games were expensive; sponsors played a big role; money influenced the games and society.
• Ask students to share one new thing they learned.
• Link back to learning intentions and success criteria.

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Assessment / Evidence of Learning

• Students’ verbal and written responses explaining sources of funding and role of sponsors.
• Completion of graphic organiser or simple summary paragraph showing understanding of economics of the Games.
• Teacher observation of student participation in discussions.

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Differentiation / Support

• Visual supports and realia to explain economic concepts.
• Simplified language and sentence starters for writing activities.
• Use of assistive technology or scribe if needed.
• Small group or one-on-one support during source analysis.

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Resources

• Visual aids/images of Roman Games and sponsors.
• Simplified text extracts about funding.
• Graphic organiser templates for note-taking.
• Whiteboard/Smartboard for group discussion.

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This lesson balances historical content with economic concepts from NSW syllabuses in an accessible way that motivates and challenges year 10-11 students with diverse learning needs. It builds inquiry skills and economic understanding linked explicitly to the Roman Games context.