Roman Games Impact

Lesson Overview

In this 60-minute lesson for Year 11 Social Sciences students in NSW, we will investigate the societal and political influence of the Roman Games. Students will explore how the games affected Roman culture, politics, and social life, drawing connections to broader historical contexts. This lesson is adapted to suit a small, multi-categorical class undertaking a life skills program, with content pitched around Year 9 complexity to suit students with mild intellectual disabilities and autism.

Curriculum Alignment

• Stage 5 History/History Extension (Years 9–10 NSW History Syllabus, matched here to Year 11 life skills learning)
• Key Focus Areas:
• Investigating ancient societies and their cultural practices
• Understanding social structures, political power, and cultural influences
• Locating, analysing, and evaluating primary and secondary sources
• Relevant Outcomes:
• HT5-1 describes and explains the significance of people, groups, events, and developments to the ancient world
• HT5-2 applies skills of historical inquiry and communication
• Skills:
• Critical thinking and evaluation of historical impacts
• Respectful communication of diverse perspectives
• Use of written responses and verbal discussion

Learning Intentions

1. Understand the political and social roles played by the Roman Games in ancient society.
2. Evaluate the overall impact of the Roman Games on Roman culture and societal organisation.

Success Criteria

• I can explain how Roman Games influenced politics and society in ancient Rome.
• I can write or verbally express my ideas about why the Roman Games were important to Roman people and leaders.

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Lesson Breakdown (60 minutes)

1. Warm-up and Context (10 minutes)

• Activity: Brief group discussion on what the Roman Games were and their purposes. Use simple visuals (e.g., images of gladiators, chariot races).
• Purpose: Activate existing knowledge and set context for exploration.
• Teacher notes: Use clear, simple language and allow students time to respond verbally or in writing.

2. Exploring Political Impact (15 minutes)

• Activity: Present two short, scaffolded primary source excerpts or summaries illustrating how Roman leaders used the Games to gain or maintain political power (e.g., "bread and circuses" policy).
• Task: In pairs, students discuss how these Games helped politicians or emperors control the population or distract them from other problems.
• Support: Provide sentence starters for discussions, e.g., "The Games helped leaders by..."
• Teacher notes: Emphasise cause and effect relationships in politics.

3. Social and Cultural Impact (15 minutes)

• Activity: Watch a short video or animated summary (teacher-led) about how the Games influenced social life—bringing different classes together, reinforcing social roles, or encouraging Roman values.
• Task: Students complete a graphic organiser answering:
• Who attended the Games?
• How did the Games affect everyday Roman life?
• What cultural ideas did the Games promote?
• Teacher notes: Use visuals and scaffold questions. Check understanding via verbal responses.

4. Class Discussion and Reflection (10 minutes)

• Activity: Guided class discussion on the question: "Were the Roman Games more good or bad for Roman society?"
• Discussion prompts:
• Did the Games unite or divide Romans?
• How did they influence Roman culture and politics?
• Support: Use a pro/con chart projected or drawn for visual aid. Let students contribute verbally or write short answers.

5. Assessment and Consolidation (10 minutes)

• Activity: Write a short paragraph or bullet-point response about the impact of Roman Games.
• Prompt: "Explain one way the Roman Games affected politics and one way they affected Roman society."
• Support: Provide sentence starters and word banks. Assist with spelling or word choice as needed.
• Teacher notes: Collect written work for formative assessment; evaluate clarity of historical understanding and communication skills.

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Differentiation and Support

• Use visual aids, sentence frames, and shortened texts for comprehension support.
• Allow verbal responses or drawing instead of writing where needed.
• Pair students strategically to balance support and challenge.

Resources Needed

• Images or posters of Roman Games (gladiator fights, chariot races, amphitheatre)
• Simplified primary source excerpts or summaries
• Whiteboard or projected pro/con chart
• Graphic organiser templates
• Writing materials or assistive technology for writing
• Video or animated summary about Roman games' social impact (teacher narrated if video not available)

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This lesson balances scaffolded inquiry with higher-order thinking by prompting students to evaluate the political and social effects of the Roman Games. It fosters critical awareness of cultural influence suitable to a multi-categorical year 11 life skills class aligned with NSW curriculum frameworks.