DAILY LESSON PLAN #5-6

UTL 640 Tommy Cleaves

Mrs. Thompson/Weiss High School 10 th/AP World History

Slavery in the Classical World

Description: In this lesson, students will examine the institution of slavery in the Classical period.
They will identify the various reasons for slavery in Classical societies and assess how these
reasons produced unique characteristics of slavery within the different Classical societies. Finally,
they will use this knowledge of slavery in the Classical period to complete a discussion web and
write a thesis statement based off of a relevant AP essay question.

ENDURING UNDERSTANDING
A societys institutions have political, economic, and social justifications.

ESSENTIAL QUESTIONS
What is an example of an institution in society that needs justification?
How do societies justify their institutions?
Why do different societies view the same institution differently?

GUIDING QUESTIONS
What were the political, economic, and social reasons for slavery in Classical societies?
How did slavery vary in the different Classical societies, including China, India, Greece, and Rome?
Why was slavery more prominent in some societies than others?

RESOURCES/MATERIALS
Teacher lesson notes (x1)
PowerPoint lecture
Student note organizer (x30)

TEKS/SE
AP Standards
Key Concept 2.2 The Development of States and Empires
III.) Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the
Americas.
B.) The social structures of all empires displayed hierarchies that included cultivators,
laborers, slaves, artisans, merchants, elites, and caste groups.
C.) Imperial societies relied on a range of methods to maintain the production of food and
provide rewards for the loyalty of the elites, including corve, slavery, rents and tributes,
peasant communities, and family and household production.

TEKS
WH3 History. The student understands the contributions and influence of classical
civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:

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 (A) describe the major political, religious/philosophical, and cultural influences of Persia,
India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism,
and Christianity

LESSON OBJECTIVE
Students will assess the reasons for and individual characteristics of slavery within Classical
societies, including China, India, Greece, and Rome.

LESSON
ENGAGEMENT TIME: 10 minutes
Objective: Students will complete a Frayer Model on the word slavery in order to access their
prior knowledge on the topic and to clarify the difference between slavery in Classical civilizations
and slavery in 17th-, 18th-, and 19th-century America.
Actions of Teacher Actions of Students
List and describe the actions of the teacher. List and describe the actions of the students.

Frayer Model Frayer Model

Provide instructions to the students for the
Frayer Model activity.
- Guide them through drawing and labeling
a Frayer Model on a blank page in their
notebooks
- Do not give too much information on what
exactly to put in each section. Let them
think.
Bring the class back together after their 7
minutes are up.
Lead the class discussion about what they wrote
in the different sections.
Students will complete a Frayer Model on
slavery in order to connect the lessons content
to their prior knowledge.
Section labels for the Frayer Model
- Definition (what is it?)
- Antithesis (what is it not?)
- Examples
- Non-Examples
Students will have 7 minutes to complete the
Frayer Model. Once they are done, they will
engage in a class discussion about what they
wrote.

Transition to the Explore section.

- As you can see from this activity, we can
establish a general understanding of what
slavery is. But if I were to ask you why
slavery instead of what is slavery, it may
be a little more difficult to answer.
- In todays lesson, we are going to look at
the reasons for slavery in the Classical
period and how these reasons for slavery
gave it unique characteristics in different
Classical societies.

EXPLORATION TIME: 20 minutes

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Objective: Students will analyze the reasons for and individual characteristics of slavery in different
Classical societies through an inquiry-based, chunk-and-chew lecture.
Actions of Teacher Actions of Students
List and describe the actions of the teacher. List and describe the actions of the students.

Guide the students through an inquiry-based, Students will take notes in the style of their
chunk-and-chew lecture. Ask higher-level preference based off of the PowerPoint.
questions that connect content to the big ideas
of the lesson
- Formatively assess students based off of
their responses to the questions

Think. Pair. Share. Write. Think. Pair. Share. Write.

Provide instructions for this brief discussion
activity.
Formatively assess students based on their
responses.
Before the lecture portion on India, students will
participate in a discussion based off of the
following question Why might India not need
slavery?
Students will
- Think about the question
- Pair with their partner
- Share their ideas
- Write down their response

After three minutes, students have an

opportunity to share their responses with the
class

Slavery in Classical Societies Graphic Organizer
Provide instructions for completing the
organizer.
Slavery in Classical Societies Graphic Organizer
For the portion of the lecture that covers slavery
in different Classical societies, students will
complete a graphic organizer.
- China, India, Greece, and Rome will each
have a column on the organizer

Within the columns, students will answer a three

questions for each society.
- How popular was slavery?
- What was slavery like?
- Why was slavery common/not common?

EXPLANATION TIME: 15 minutes

Objective: Students will assess the reasons for and individual characteristics of slavery within
Classical societies, including China, India, Greece, and Rome by completing a discussion web and
thesis statement.
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 Actions of Teacher
List and describe the actions of the teacher.
Discussion Web & Thesis Statement
Provide instructions for completing the
discussion web. Draw an example on the white
board.
Offer reteaching to students who are confused.
At the end of the day, assess how well the
students understood the lessons content based
on their discussion webs and thesis statements
Actions of Students
List and describe the actions of the students.
Discussion Web
Students will complete a discussion web
regarding the following question:
- Why was slavery so much more
prominent in Greco-Roman civilization
than in India or China?
Surrounding the central question, there will be
four boxes labeled Rome, Greece, China,
and India.
- Within each box, the students will
summarize why each society had slavery.
Thesis Statement
After students have completed the discussion
web, they will use it to write their thesis
statements.
- In doing so, they will use their knowledge
about the varying reasons for slavery in
different societies to make a decision
about why it was more prominent in
Greece and Rome than in India and
China.
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ELABORATE - MODIFICATION/DIFFERENTIATION STRATEGIES
Reteach Sentence Starters
Provide reteach students with a completed version of the note organizer from the Explore
section.
Students will highlight the information in the Why slavery? section for each civilization.
Students will ask the teacher any clarifying question they have.
Then, students will complete a sentence starter explaining why slavery was/was not
prominent in each civilization.
o In the Classical era, slavery was not prominent in China/India because
o In the Classical era, slavery was prominent in Greece/Rome because
This activity simultaneously reteaches the lecture content and walks students through writing
their thesis statements.

EVALUATION

Which of the following statements best explains why slavery was most prominent in Greco-Roman
society?
A. Slavery was a complimentary economic and social institution in Greco-Roman society.
B. Slavery was a foundational economic and social institution in Greco-Roman society.
C. Slavery was practiced by almost all sectors of Greco-Roman society.
D. Slavery was universally supported by Greco-Roman religious beliefs.

NOTES/RECOMMENDATIONS
After the lesson is taught, UTL 640 student will make notes and recommendations about the
lesson.
Strengths Changes To Be Made

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