Ancient Greece and Rome Assessment Task Rubric
Performance
Level
More instruction is needed:
Student has a limited
understanding.(1 point)
Some more instruction
may be needed:
Student has a general
understanding. (2 points)
Student
describes
historical events
and issues from
the perspectives
of people living
at the time.
Student:
Student
understands
contributions of
ancient
civilizations.
Student uses a provided source Student uses provided
to:
sources to:

engages in critical
evaluation of a historical
source
Student:



identify a specific
contribution of Ancient
Greece or Ancient Rome


engages in critical
evaluation of
historical sources
approaches a given
event, place, or
innovation from
the perspective of
a person who was
living during the
period being
studied
identify a
contribution of
Ancient Greece or
Ancient Rome
explain the impact
of an ancient
contribution on
No more instruction is
needed:
Student has a thorough
understanding. (3 points)
Student:


engages in critical
evaluation of
historical sources
approaches events,
places, and
innovations from
the perspective of
a person who was
living during the
period being
studied
Student uses provided
sources to:


identify several
specific
contributions of
Ancient Greece and
Ancient Rome
distinguish
between Greek and
modern
civilizations
Student engages
in historical
investigation
and draws
conclusions
based on
historical
evidence.
Student completes a historical
investigation and submits a
report of their findings that
includes:

evidence collected from
the provided sources
Student completes a
historical investigation
and submits a report of
their findings that
includes:

AND


a conclusion about
human settlement and
interaction based on
collected evidence
OR

a conclusion about the
influence of Roman
civilization on modern life
based on collected
evidence

evidence collected
from a variety of
provided sources
a conclusion about
human settlement
and interaction
based on collected
evidence
a conclusion about
the influence of
Roman civilization
on modern life
based on collected
evidence

Roman
contributions
explain the impact
of ancient
contributions on
modern
civilizations
Student completes a
historical investigation
and submits a report of
their findings that
includes:



evidence collected
from a variety of
provided sources
multiple
conclusions about
human settlement
and interaction
based on collected
evidence
multiple
conclusions about
the influence of
Roman civilization
on modern life
based on collected
evidence
Sample Responses by Topic
Topic A:
A realistic simulation lets us see Ancient Rome in a way that is close to
what people living in the city at the time may have seen it. When the
Pantheon is presented as it was back then, for example, we can imagine
people in ancient times viewing it and having pride in such a great
monument.
Topic B:
The evidence suggests that the people in the city lived in many ways like
no people had lived before. Sanitation systems and access to fresh water
allowed many people to lead healthy lives in a relatively small area.
Walls and legions kept the city safe from invasion. There were “hundreds
of trades” so people could specialize in certain jobs. This also meant that
people were very interconnected.
Topic C: The Roman Empire as a whole had to be large and powerful to
support a great city that could lead it. Resources and labor from large
areas were needed to build monuments and wonders such as extensive
aqueducts. Government had to be powerful and highly organized to
maintain large armies, and to build and maintain trade routes. Food and
a variety of products for one million people had to come from places far
away.
Topic D:
Roman ideas on governance and law were impacted by the concepts of
citizenship and democracy that originated in Ancient Greece. Greece
developed a “direct democracy.” The Greeks created inventions such as
the astrolabe, the pulley block, the wood screw, ore smelting and casting,
and fast ships. The Romans used many Greek inventions and improved
others. The influence of Ancient Greek art and building designs (e.g.,
rectangular temples with tall columns all around) can be seen in the city
of Rome. Greek literature inspired the Romans and other writers.
Topic E:
[responses will vary]
Students may connect evidence in the information concerning Roman
government and law, such as representations of government buildings
and descriptions of leaders, to modern civilization by noting that Rome
influenced government and law by creating the first republic with elected
officials and a system of laws that laid the foundation for many
governments. It created a written constitution, a tripartite government
(executive, legislative and judicial branches), a system of checks and
balances, and a sense of civic duty.
Students may connect evidence in the information concerning Roman
architecture and infrastructure to modern civilization by noting that
Roman roads, basilicas, amphitheaters, aqueducts and layouts of cities
continue to influence the modern world. Many modern government
buildings have Roman styling that includes domes and arches. The
Colloseum and its hosting of sporting events resemble modern sporting
venues. The basilicas show evidence of the birth and growth of
Christianity in the Roman Empire, foreshadowing the worldwide influence
of Christianity today.
A variety of specific evidence can be used to support student responses to
the topics. Here is some evidence organized by source:
Image One





dense development
city walls
Colloseum
bridges
Circus Maximus
Image Two


dense development
aqueduct
Image Three


large monuments
Colloseum
“Hi Tech Romans”:










Over 1 million people
the Collosus (statue of Nero) resembles Statue of Liberty
Colloseum resembles sports stadiums/gladiators
Theater of Pompeii 20 K
Pantheon resembles United States monuments
Aqueducts and water mains brought to cities
sewage/sanitation systems
ships carried products
city defense: walls/legion
system of bridges and roads allowing for transit over large distances
“A Tour of Ancient Rome”

Rome as the center of government













Circus races (chariot), parades
hundreds of trades, social classes
aqueducts support larger populations
“bending Nature to Man’s will”
arches prevalent
gladiators
Temple of Venus and Rome
columns: familiar today
Basilicas: Christianity
Roman public baths
“Forum is like the Mall in Washington, D.C., a public space”
Pantheon: columns, Rotunda, large scale of structure, materials
brought from faraway”
Pantheon: architecture as inspiring force: looking up at hole that
provides light but its source is “just beyond our vision”