Noah Dovre
8 October 2014
The Slaves
ACTFL Standards:
1.2 – Students will be reading in the target language about slaves and their role in Roman
society.
2.1 – Students will be looking at how Romans treated slaves to learn how the Romans viewed
them.
3.1 – Student will be referring to prior knowledge of slavery they would have learned in history.
Context:
 This lesson is for novice-low or entry level students new to the language.
 Students will be familiar with members of the family, specifically their Latin pronouns
and how their typical day progresses.
 At the end of this presentation students should know how slaves were treated and the
agricultural system in rural Roman life.
Objectives:
 TSWBAT describe the functions of a Villa.
 TSWBAT summarize slave trade.
 TSWBAT tell the differences between Roman slaves and those of the 18th century
American south.
 TSWK what a freedman is.
Activities:
 Strategies used will be lecture, class reading, and a comparative discussion.
 The comparative discussion will split students into groups to talk about what differences
and similarities in slave cultures they see. Then coming back into as a class to discuss it
further.
Assessment:
 Looking for engagement in the students, a willingness to ask questions, read, and discuss
the lesson or material.
o Eye contact, nodding, slouching, and daydreaming are behaviors to watch out for.
 Accurate and insightful comparisons of the slave cultures using their own background
knowledge, experiences, and in class information to support their answers.
 Making sure to ask questions on the lecture material to see that both students are paying
attention and grasping what is said.
o Such as, “What was the name of the overseers?”
o
Rationale:
The rural Roman life is often explored in modern and ancient literature portraying a way of life
not that unlike living in the modern rural setting. Land was largely important to the Roman who
lived in large Villa complexes that served many agricultural purposes. This also were slaves
were the most common often working in the fields or in the home. The Roman slave culture is
drastically different from the 18th century south, which most students will think slaves are. By
opening students to this diversity they can learn that slaves are not only chosen because of color
or thought to be subhuman.
Academic Language:
 Pater- Father
 Mater- Mother
 Puer- Boy
 Puella- Girl
 Sorore- Sister
 Frater- Brother
 Cane- Dog
 Currere- Run
 Villa- country house
 amico/a - friend
 parare- prepare
 ager- field
 laborare- work
 servus- slave
 vilicus- overseer
 mangone- slave trader
 Subject-Verb Agreement
 Nominative and accusative case
Adaptations/Diverse Learners:
 There will be a mix of visual and auditory learning in the presentation through lecture,
discussion, reading, and images of the subject.
 Students with agricultural backgrounds or ancestors who were slaves can share what they
know of farms or what their ancestors experienced working farms.
 Students can also share any marginalization or stereotypes they have encountered or
observed.
 Depending on a student’s IEP exemptions for correct pronunciation or spelling as well as
being tasked with fewer sentences to read.
Materials:
 Textbook
 Graphic Organizer
 Whiteboard and markers
 Computer for visual aids
Management:
 In the group reading, making sure students are not anxious or afraid to sight read is to be
avoided with humor and making light of mistakes while still correcting them.
 Reminding students that it will be alright to share any experience that either they or their
ancestors had working on farms or as slaves.
 During the lecture asking students questions based on the presentation to maintain
attention and engagement.

Meeting off-task behavior with direct but unconfrontational responses to maintain a
friendly atmosphere but remove the distraction. i. e. If students are talking off topic
saying “Can I be part of your conversation? Or can you be part of mine?”
Preparation for Learning:
Once students have completed their sentence labeling bell work ask “What is slavery?” Have the
students come up with their own definition of what slavery is and have them write that in their
graphic organizer. From there ask why are people slaves, and what do people think of them
expanding the organizer to the two subtopics. When they have given a sufficient amount of
ideas/information. Tell them to keep this in mind and refer to their organizer during the lesson to
make notes or compare Roman slavery.
Strategy
Purpose
Time:
Bell-work:
Students will label and translate two
sentences reviewing the last lesson.
This will serve as a formative assessment
5
to determine the students’ abilities in
min.
labeling the parts of the sentence as well as
some early translation practice
Opening Question, What is Slavery?
This is designed to get students into the
topic. Students create a definition of
slavery, and explore what it details. Who
are the slaves, why? What is thought of
them?
10
min.
Class Reading:
Students read aloud in turns switching about
every two sentences. The teacher corrects
pronunciation and helps translation if needed.
Students will read aloud and translate
Latin practicing pronunciation and
learning vocab on the go though context
and teacher assistance. Students will then
read a short culture section on a slave
market.
10
min.
Background Lecture:
Using the PowerPoint visual aid give students
a more thorough description of the villa and
agrarian life as well as slave markets.
Expanding on what was touched on before.
This will build off the last lecture and give
students an idea of what the slave trade
was like. Which they will use in the
comparative discussion
10
min.
Comparative Discussion:
For the first five minutes students will be split
into groups to identify similarities and
differences with Roman and American slave
culture.
Then the class will come together and discuss
what they thought as a whole.
The teacher will write their thoughts on the
Using what they know and learned in the
class students will be analyzing the
similarities and differences between their
perceptions and what they have learned.
Students will also be asked to see how the
treatment of slaves reflects Roman culture
or practices as a whole. Hopefully students
will also debate on aspects they do not
15
min.
board.
agree offering more discussion and
practice of social skills.
Assessment:
 Taking breaks during the opening section and lecture to ask questions such as, “Who are
the overseers, or where would one buy a slave?”
 Making sure students are connecting their personal experiences or prior knowledge and to
the lessons. Are they comparing or noting the differences of their perceptions and new
knowledge? Are they building off each other’s’ responses and relating to them?
Closure:
At the end of class, the teacher will review the graphic organizer. Asking what are the ways you
can become a slave? If you were a slave how might you have been seen by a non-slave? Most
importantly, asking if their definition of slavery has changed. Finally, remind the students to
keep their organizer handy for an eventual presentation on a freedman.