Social Classes at the Games

Year Level

Year 11 Social Sciences (History focus, aligned with NSW curriculum)

Unit

Exploring The Roman Games Lesson 15 of 25

Lesson Duration

60 minutes Class size: 5 students (multicategorical, mild intellectual disability and autism, verbal with writing ability)

NSW Curriculum Links and Learning Objectives

Content focus:

Historical knowledge and understanding of Roman society and social structures related to the Roman Games
Historical skills: comparing perspectives, analysing social status and roles in Ancient Rome

Relevant syllabus outcomes and indicators for Stage 5 History (Year 9-10), which align with life skills adaptation for Year 11:

HT5-1 describes and explains historical events and developments in the past and present (adapted for accessibility)
HT5-4 examines and interprets different perspectives and explanations of the past
HT5-8 communicates about the past using historical knowledge, concepts and terms

(This lesson is designed to be accessible for students undertaking a life skills program targeting Year 9-10 level content and skills, tailored for a small, mixed-needs class.)

Learning Intentions

Students will understand the social classes in Ancient Rome and how these influenced participation and experiences at the Roman Games.
Students will compare and describe differences in experiences of Roman Games audiences and competitors based on social status.

Success Criteria

I can identify at least three different social classes in Ancient Rome and describe their roles in the Roman Games.
I can compare how the experiences of the games differed for spectators and competitors depending on their social class.
I can communicate my understanding through speaking and writing clearly using historical terms learned.

Resources

Simplified social class chart of Roman society (Patricians, Plebeians, Slaves, Freedmen)
Images of Roman Games crowds illustrating different social groups
Short video clip or narrated slideshow introducing Roman Games and social classes (adapted for accessibility)
Worksheet with guided questions and comparison chart
Whiteboard/Smartboard for brainstorming and class notes
Writing materials (notebooks, pens)
Visual role cards representing each social class

Lesson Breakdown

1. Introduction and Engagement (10 minutes)

Greet the class and activate prior knowledge: "Who remembers what the Roman Games were? What kinds of people do you think went to watch or compete?"
Brief recap of last lesson: overview of Roman Games basic facts
Introduce today’s focus: social classes and their participation
Show a visual social class chart with easy-to-understand definitions
Show images/slideshow depicting crowds at the Roman Games, pointing out social classes

2. Explicit Teaching: Social Classes at the Games (15 minutes)

Use the whiteboard to map out different social classes: Patricians (elite), Plebeians (commoners), Slaves, Freedmen
Discuss roles of each group: who competed, who watched, who were VIPs
Explain how social status affected where you sat, what you ate, and your involvement
Use simplified terms and repeat key vocabulary: social class, status, elite, commoner, slave, spectator, competitor
Play a short narrated clip or read aloud a story illustrating the contrasting experiences of a Patrician and a Slave at the Games

3. Group Activity: Role Play and Compare (20 minutes)

Distribute role cards with simple descriptions to students (e.g., Patrician spectator, Slave competitor, Plebeian spectator)
In small groups, students discuss their role: What would their experience be like at the Games?
Each student fills out a simple comparison chart: Who they are, what they do at the Games, how they might feel
Groups share their role descriptions with class; teacher notes differences and commonalities on whiteboard
Emphasise respectful listening and use of historical terms

4. Consolidation: Written Reflection and Class Discussion (10 minutes)

Students write 2-3 sentences comparing two social classes at the Games, guided by sentence starters on worksheet
Examples starters: "A Patrician at the Games would..., but a Slave at the Games would..."
Teacher supports writing and scribing where needed
Discuss as a group: ask volunteers to share their sentences
Reflect on why it’s important to understand different experiences from history

5. Lesson Wrap-Up and Formative Assessment (5 minutes)

Recap the learning intentions and success criteria
Ask quick oral quiz questions: "Name one social class in Rome," "Who had the best seats at the Games?"
Provide positive feedback on participation and understanding
Set a simple 'think ahead' question: "What questions do you have about the Roman Games?" to be addressed in next lesson

Differentiation and Support

Use simplified texts, visual supports and concrete examples
Reading aloud all material and repeated key vocabulary
One-on-one or paired support during writing tasks
Use assistive technology if needed for writing
Sensory breaks and flexible seating if required
Encourage peer support and cooperative learning dynamics

Assessment For Learning

Observation of student participation in discussions and role plays
Review of completed comparison charts and written reflections
Oral questioning for understanding of key concepts
Adapted rubrics for life skills learners focusing on demonstration of knowledge, communication and engagement

Teacher Notes

Scaffold historical vocabulary progressively
Reinforce the link between social status and life experiences with relatable examples (e.g., VIP vs general audience seating in modern sports)
Use positive behaviour reinforcement to encourage engagement
Be mindful of students’ sensory and communication needs during group activities
Link content back to the broader unit on Roman Games, noting the diversity of experiences in ancient society

This lesson plan is designed to meet the NSW History K–10 Syllabus outcomes adapted for life skills learning while maintaining rigor for Year 10–11 students with intellectual disability and autism. It fosters historical empathy, critical thinking, and communication skills appropriate to their developmental levels and personal strengths.

Teaching Instructions