Lesson Planning Tool
*History
Teacher: Sarah Rae Grade: 3
School: Matthew Whaley Elementary School
Date of Lesson: January 21, 2013
Time Needed (Approximate): 60 minutes; 1:00-2:00
Lesson Subject/Topic: Social Studies – A Social System: Ancient Roman Civilization
Student Learning Goal(s): The students will describe in their own words how historical
narratives can help us learn about history from different perspectives. The students will watch
the model historical narrative and sequence events in Roman history. The students will be
assigned and meet with their “Roman Citizens” groups to begin brainstorming for culminating
projects.
Standards: VA SOL 3.1) The student will explain how the contributions of ancient Greece and
Rome have influenced the present world in terms of architecture, government (direct and
representative democracy) and sports; 3.4) The student will develop map skills by locating
Greece, Rome, and West Africa, describing the physical and human characteristics of Greece,
Rome, and West Africa; explaining how the people of Greece, Rome, and West Africa adapted
to and/or changed their environment to meet their needs; 3.7) The student will explain how
producers in ancient Greece, Rome, and the West African empire of Mali used natural resources,
human resources, and capital resources in the production of goods and services, NCSS:
Individuals, Groups, and Institutions: the leaner can d) identify and describe examples of
tensions between and among individuals, groups, or institutions and how belonging to more than
one group can cause internal conflicts
Essential Questions: What is a historical narrative? How might historical narratives help us
learn about history from different perspectives? What are some key events in Ancient Roman
history?
Assessment(s): Formative assessment of “Roman History Timeline” worksheet; ongoing
formative assessment of student effort, engagement, and connection-drawing throughout lesson
Resources: “Rome: The Musical” historical
Materials: GoogleEarth; World Map and/or
narrative (created using the attached resources Globe;; computer with Internet access and
list)
projecting technology (to play movie), “Roman
History Timeline” and pencil (one per student),
Historical Narrative Guidelines and rubric (one
per student)
Notes: Since the “Rome: The Musical” is posted on YouTube, the teacher must have Internet
access and screen it to make sure no inappropriate videos appear on the end screen or the side bar
on YouTube.
Lesson Component
Engage & Hook
10 minutes
Teacher
Student
The teacher will begin the
lesson by zooming into
Matthew Whaley on Scotland
street using GoogleEarth
projected from the teacher’s
During transition time,
students will add any
additional insight or questions
to the graphic organizers from
yesterday. Then students will
Explain & Model
20 minutes
Explore & Apply
15 minutes
computer. The teacher will
zoom out pausing to talk about
each broader location in
relation to our classroom. The
teacher will zoom out to
Williamsburg, then Virginia,
then the United States, then
the Americas, and then the
World. The teacher will then
zoom in on Europe, then Italy,
and then Rome to show
students the location of
Ancient Rome.
The teacher will introduce the
historical narrative
assignment. She will give
each student the directions and
rubric as she explains. The
teacher will answer any
student questions about the
assignment. The teacher will
then introduce “Rome the
Musical” as a model historical
narrative; (she will likewise
remind students that the
gladiator story from yesterday
is a historical narrative.) The
teacher will project the
YouTube video on the screen.
The teacher will hand out the
“Ancient Rome Timeline”
worksheets for students to
work on independently so the
teacher can formatively assess
what students learned from the
historical narrative. After
adequate time to complete the
worksheet, the students will
review as a whole group. The
teacher will lead the students
in a discussion about their
reactions to the movie, what
they found interesting or
surprising about Roman
society, etc..
observe and discuss where
they are located in relation to
Rome using GoogleEarth, and
a World Map/Globe. They
will likewise locate Rome on a
globe and/or world map in the
classroom.
The students will review the
assignment requirements and
ask any questions. The
students orally will brainstorm
other examples they have
heard of, seen, read, etc. of
historical narratives. The
students will watch “Rome the
Musical.”
The students will complete the
“Ancient Rome Timeline”
worksheets independently. If
they finish early, they can
compare their answers with a
partner. After adequate time,
the students will review the
answers as a whole group,
correcting any incorrect
answers. The students will
discuss their thoughts on what
they learned/events from
Roman history as a large
group.
Evaluate & Close
15 minutes
The teacher will group
students according to “Roman
role” (ideally there about four
students per role). The teacher
will provide students with
markers and construction
paper. She will instruct
students to work as a team to
brainstorm how historical
narratives might help us learn
history from another
perspective? (NOTE:
“Perspective” may be a new
word for some students so the
teacher should make sure
students understand the
question before beginning).
After about 5 minutes of
brainstorming, the teacher will
instruct groups to present their
ideas to the rest of the class.
The students will move to a
table pod according to their
“Roman role” groups. The
students will collaborate to
write their ideas about how
historical narratives might
help us learn history from
another perspective? The
students will have about five
minutes to brainstorm their
ideas on the page and in the
last ten minutes, groups will
present their ideas to the class.
Name: ________________
Ancient Rome Timeline!
Let’s see how well you were paying attention! Match the Timeline Name/Date to the
Description of what happened during that time in Roman history. Write the letter name on
the line under the Name/Date.
TIMELINE NAME/DATE:
1) 753 BC: Start of Rome.
________
2) 753 BC – 509 BC: Etruscan Rome
_________
3) 509 BC – 27 BC: Roman Republic
________
4) 44 BC: Death of Julius Caesar
_________
5) 27 BC - 476 AD: Roman Empire
_________
6) 476 AD: Fall of Western Rome
_________
DESCRIPTION:
A. Rome became too large and
too weak. Barbarians attacked
and conquered the Empire.
B. Cassius, Brutus, and other
Senators became nervous
about Caesar’s power. They
killed him on the Ides of
March in the Theater of
Pompey.
C. Romulus founded Rome on
the Palatine Hill.
D. Romulus’ ancestors, the
Etruscan kings, ruled the city.
They had a strong military,
conquered neighboring
kingdoms, and traded goods
across seas.
E. Caesar Augustus emperor, or
sole leader of Rome. He
achieved “Pax Romana” or
“Roman Peace”, and the
Empire flourished for several
hundred years.
F. Under the slogan, “Senate and
the People of Rome”, Rome
was run as a democracy by
two Consuls, the Senate and
the general Assembly.
Historical Narrative Project
The Williamsburg Regional Library is creating an exhibition on “Voices of the
Past” and they want to feature ANCIENT ROME! They heard Miss Rae’s class
is full of fabulous authors, artists, and performers so they want to showcase
OUR WORK in their exhibition. You already chose your role in Ancient Roman
society so now is the fun part. You will complete a historical narrative from the
viewpoint of your Roman citizen! During Language Arts we will continue to
research our roles and you are encouraged to research at home as well! Using
historical background knowledge and your creativity you will choose how to
present your narrative…Might it be a children’s book? A diary? A selection of
poetry? A play? A performance? A collection of paintings with descriptions?
Something else!? We will have the following check-points to make sure
everyone is on track:
 Wednesday, January 22nd – Brainstorm idea for narrative
 Friday, January 25th – 1st draft of narrative due in class for conferences
 Wednesday-Thursday January 29th-30th – Presentation of final projects
You will be graded on:
Excellent!
My narrative is based
Historical
on historically
Accuracy
Effort and
Creativity
accurate research. My
narrator’s voice and
story are believable as
someone from
Ancient Rome.
I did my best! I spent
lots of time and effort
on my original
project.
The Process
I was prepared for all
checkpoints. I always
efficiently used class
time during the
research and revising
process.
The Presentation
I tried my best during
my presentation of
my narrative!
Good
Room to Grow
My narrative is
mainly based on
historically accurate
research, but some
details may be out of
context.
My narrative is based
on inaccurate and
unreliable sources.
My narrative is not
about Ancient Rome.
I tried hard but I
could have
reasonably put in
more time and effort
on my original
project.
I was prepared for
most checkpoints. I
was usually on-task
during the research
and revising process.
I did not try on this
project and/or this is
not my own work.
I could have tried
harder in the
presentation.
I was not prepared for
several or all
checkpoints. I was
off-task during class
time and my behavior
may have been an
issue.
I did not try in the
presentation or did
not present.
References:
Abbott, F. F. (1912). Society and politics in ancient Rome: Essays and sketches. New
York, NY: C. Scribner’s Sons.
Church, A. J. & Brodribb, W. J. (1895). Annals of Tacitus. London: Macmillan and CO..
Davis, W. S. (1913). Readings in ancient history: Illustrative extracts from the sources.
Boston, MA: Allyn and Bacon.
Guglielmo, F. (1914). Ancient Rome and modern America: A comparative study of
morals and manners. New York, NY: G. P. Putnam’s Sons.
Harding, C. H. (1902). The city of seven hills: A book of stories from the history of
ancient Rome. Chicago, IL: Scott Foresman and Company.
Livy, T. (1892). The history of Rome. (D. Spillan & Cyrus Edmonds, Trans.). New York,
NY: G. Bell and Sons.
Pennell, R. F. (1890). Ancient Rome: From the earliest times down to 476 A.D.. Boston,
MA: Allyn and Bacon.
Planter, S. B. (1911). The topography and monuments of ancient Rome. Boston, MA:
Allyn and Bacon.
Ricord, F.W. (1852). Stories of ancient Rome. New York, NY: M.W. Dodd.
Rockwell, A. (1997). Romulus and Remus. New York, NY: Simon Spotlight.