Ancient Rome Social Studies Unit
Fall 2012
Caylyn Tate
Ancient Rome Social Studies Unit
Education 405
Teaching Social Studies: Curriculum and Instruction
Professor McEachron
Fall 2012
cmtate.wiki.net
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Ancient Rome Social Studies Unit
Fall 2012
TABLE OF CONTENTS
Historical Narrative
Pages: 3 to 7
Appendix A
Page: 8
Lesson 1
Pages: 9 to 14
Lesson 2
Pages: 15 to 22
Lesson 3
Pages: 23 to 25
Lesson 4
Pages: 26 to 39
Pre-Post Test and Rubric
Pages: 40 to 42
Expenses
Page: 43
Citations
Page: 44
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Introduction:
Why study the past? Understanding the significance the Roman civilization had on humanity and
how it changed the course of human development. When the Romans are remembered today, names such
as Julius Caesar and Augustus are often recalled. However, ancient Roman contribution stretched into
multiple features like, government, politics, warfare, art, literature, architecture, technology, religion, and
language in the Western world. The civilization is considered one of the most highly advanced for the
time period. Rome was the inspiration for some modern republics, such as the United States. This is one
of the reasons for the stress and intensity within the Standards of Learning in Virginia. Appendix A
contains the complete list of state and national standards, which cover or can be applied to ancient Roman
history.
More specifically, the third grade standards in Virginia, and across the nation, focus on the three
areas which the Romans are considered to influence the most in the Western world: architectural,
governmental, and sports influences.
Key Ideas and Events: (Government, Architecture & Art)
Ancient Rome’s impact has lasted thousands of years and spread across the world, to pick two
specific areas where their influence is the most noticeable and substantial would be: government, and
architecture & art.
Literally and figuratively, Roman thoughts created the foundation for our world today. From
small towns to major cities, there are certain buildings and carefully spaced and placed represent specific
purposes. The Romans especially used architecture to facilitate efficiency for the city and empire in
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general. One of the most simple concepts Romans utilized was at the center of the city was an open space
for a public forum. Here, the public could be informed about activities within the government and outside
the city. Columns and arches features of Roman architecture that were observed in Greek buildings and
improved upon, and can be found in many Western cities, like Washington D.C. These features led to
some of the greatest structures that have stood for thousands of years, like the Colosseum.
The Colosseum, originally called the Flavian Amphitheatre, was opened in 80 A.D to the
public. One of the purposes of the Colosseum was to hold gladiator or “funeral” games in honor of
human sacrifice and appeasing the pagan gods to ensure entrance to the afterlife. The Colosseum also
provided a built in arena in the center of Rome to stage various events more easily and convey the wealth
of Rome with it’s enormity. Rome showcased the most modern form of engineering and building
techniques with it’s complex archways and system of labyrinth of tunnels. Overall, the building
encouraged public events and Roman patriotism.
Rome first became transitioned from a kingdom into a republic after settlements around the Tiber
river formed together to overtake the Etruscans, who were in control of the area at the time. After the
transition, control of the republic was broken up into four positions: consuls, the Senate, prefects, and the
assembly. No women were allowed to participate in any aspect of government. The two consuls acted in
an executive manner; they would decide when to go to war, how to control the army, had ability to veto
laws, and how much taxes to collect. The consuls would receive advice from the Senate, which consisted
of men from wealthy families all over Rome and was very influential over the consul’s decisions. A
Senate position was a responsibility for life and was usually passed down from generation to generation.
The next position was a tribune. The Assembly, who were grown free men with Roman citizenship,
elected these tribunes. The tribunes spoke to the Senate on behalf of the Assembly. Since the Assembly
was the majority, they also had the power to vote on big issues, elect consuls, prefects, and senators.
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However, the flaw with the system was the fact that the wealthier people received more votes; therefore,
more power.
When the Roman empire began to expand and conquer over other lands, they established a
system of provincial governors. These governors would take charge of an area of land to hear court cases
and control the army until the empire would build more Roman establishments. These governors or
generals seemed to be leading Rome into a downward spiral because of their greed for power. By 50 BC
and the age of Julius Caesar, these generals had begun to take over the government heed the advice of the
consuls or the Senate anymore, but do as they pleased since their power lay within the army. In 31 BC,
Augustus was one of these generals. In order for Augustus to keep control of his people as well as the
army, he set up a new system where he could still keep all of the power. The new Senate and the consuls
that he designed had all the titles of having control, yet he could veto anything the Senate tried to do that
Augustus didn’t approve. This seemingly republic system’s power truly laid within the hands of the
Emperors for the next 1,500 years.
Men, Women, and Youth:
Roman society had a definite scale since the beginning of it’s creation. (James, 1990) As a
kingdom, it was divided by citizens, non-citizen provincial (those who belonged to a conquered Roman
province), and slaves. Within citizenship there were also dividing ranks, such as, plebeians, equestrians,
and partricans. The top of the ranking pyramid began partrians. These people were wealthy government
officials and held high offices, while equestrians who were also rich men would serve the army (James,
1990). Equestrians would be given special privileges. For example, for some time the empire would pay a
higher amount to those individuals than others while in the army; therefore, they would receive more
voting rights (Gill, 2007).
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It was possible to change rank in the society. The treatment of slaves depended on their owner or
master, even though some slaves were oppressed, others had power among their groups and could become
subjects or equestrians. More often, slaves who worked as physical laborers were treated the most
barbarically. Those slaves chance for escape came when they came of age and whose master was a
Roman citizen who would perform a formal ceremony. (James, 1990)
One of the lowest class, called plebeians, were the people who consisted of freed people,
shopkeepers, crafts people, skilled or unskilled workers and farmers. Even though the term “pleb” is
associated as the lowest class, plebeians did have some opportunity to become wealthy and influential.
All throughout Rome’s history, one fact remained true: men were always the most dominate in
society. Women’s recurring theme in Roman society was one of submission. Women never had any true
political power. The main concern of women was to be dignified wives and mothers (James, 1990). The
only degree of power women had relied on the status of their wealth and status. There were few wealthy
women who were single or widows and could control their own properties, while others used their
husband’s high status to have some leverage in society. Like Cornelia the Mother of Gracchi, after her
husband died, Cornelia devoted her life to the upbringing of children to serve Rome. Most of the other
more infamous and powerful women of Rome, either were mothers, therefore advisors, to political leaders
or were wives known for their scandals, manipulation, and in some cases, questionable murders. Although
women were disregarded when it came to gaining power, the feminine mystique and dominance was
celebrated in the polytheistic Roman religion. For example, Minerva is the Roman goddess of wisdom,
medicine, science and trade, but also of war. Minerva is the daughter of Jupiter (king of all the gods) and
said to be born of his brain. She was born armed, because the human soul, fortified with wisdom and
virtue. Minerva was probably the favorite child out of all of Jupiter’s children and was worshipped for her
wisdom.
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Children’s life in Rome also greatly depended on their family’s position and prestige. The
wealthiest children could be tutored at home, while many others were sent to school at the age of seven on
the first day of school March 24th. The basic schooling lasted until the child was eleven or twelve years
old. At this age, some boys would continue on their education to attend “grammar” school, where they
learned Latin, Greek, grammar, and literature. The goal of education was to help children into becoming
effective public speakers. However, girls were sent home after basic schooling to learn how to run a home
from their mother.
Closing and Legacy:
Although the Roman Empire fell thousands of years ago, the ideals of government, art,
architecture, and culture was a launching pad for future generations. There are so many other
contributions that Rome has made, which is why the continuing research and study of the culture is and
always will be important.
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Appendix A
Virginia Standards of Learning:
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
a) locating Greece, Rome, and West Africa;
b) describing the physical and human characteristics of Greece, Rome, and West Africa;
c) 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.
National Council of Social Studies:
(a) Examine the origins and continuing influence of key ideals of the democratic republican form of
government, such as individual human dignity, liberty, justice, equality, and the rule of law,
(d) Practice forms of civic discussion and participation consistent with the ideals of citizens in a
democratic republic
National Social Studies Standards:
A: Examine the origins and continuing influence of key ideals of the democratic republican form of
government, such as individual human dignity, liberty, justice, equality, and the rule of law.
F: Identify and explain the roles of formal and informal political actors in influencing and shaping public
policy and decision making.
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Lesson #1 Map and Globe Skills
Objectives and Purpose:
Students will be able to understand and utilize a grid map. Students will also be able to give
directions on different types of maps. Students will understand the navigation and basic
geographic figures of the ancient Roman Empire. These objectives are important because
students will not only be able to understand the basic features of the Roman Empire, but be able
to navigate using different maps and map skills.
Materials
-Projection set up
-Google Earth downloaded
-Worksheet Copies (Williamsburg and Roman Empire Maps)
-Enlarged Grid Map of Roman Empire
Duration
Approximately 1 hour
Standards
Virginia Standards of Learning: Social Studies
3.4
a) Students will develop map skills by locating Rome
3.6
The student will read and construct maps, tables, graphs, and/or charts.
Anticipatory Set
(10 Minutes)
Explain the importance of maps. Have a discussion with the students about maps: “What do you
think it was like without them?” “How do you think people first started to create maps?” Use
Google Earth (already uploaded) on the projection screen to show how useful it is to know where
you are. Ask the students to find a place on the map while you time them. Then project the map
with a grid over top. Tell the students the intersection (C6 or B3) the new place they have to find
and time them. Note how much faster it was to find the desired place.
(Download Google Earth: http://www.google.com/earth/index.html)
(Grid projection map button is in the top left corner)
Instructional Input:
5 minutes
Explain the importance of a grid map. “What’s a grid map?” A geographic map with horizontal
and vertical lines over top of it (like a chart) used so that it’s easier to find location on the map.
“What are coordinates?” Numbers/symbols used to indicate the position of a point, line, or plane
Teaching: Modeling
(10-15 minutes)
Show the students how to use grid maps with the map of Williamsburg with worksheet #1. As a
class, do the first two examples together (College of William and Mary and Waller Mill Park).
Students will practice finding other places using a grid map in the Williamsburg area with
worksheet #1.
Teaching: Checking for Understanding
(If no questions move on, but revisiting should take as long as needed)
Collect the worksheets and quickly scan them to see if they understand the grid map concept by
checking question four (where I go to school). If there is any doubt that the class has not
understood, the concept/skill should be retaught before practice begins. Ask questions that go
beyond mere recall to probe for the higher levels of understanding to ensure memory network
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binding and transfer. For example, ask “How could grid maps be useful?” “Would you use grid
maps for long or short voyages?”
Instructional Input/Guided Practice:
10-15 minutes
Briefly talk about the expansion of the Roman Empire. (If time show this website:
http://resourcesforhistory.com/map.htm which outlines the expansion in an interactive and social
way). Discuss the major cities of the empire and trade routes (Rome, Londinium or now London,
Aquincum now Budapest, Carthage, Alexandria in Egypt, and Lugdunum now Lyons, France).
Most of the cities were conquered due to military takeover by the Romans. Ask: “What kinds of
things do you think the Romans traded? Why do you think that? How do you think the Romans
got their goods from one place to another?” Explain how large the Roman Empire was at its
greatest size was at its maximum size in 117 AD.
The next part of the lesson is an opportunity for each student to demonstrate their grasp of
mapping by working through a maps activity under direct supervision. Using the Roman Empire
map from the website still being projected, have each student plot each major city on their
Roman map given to them on the second worksheet.
Independent Practice
15-20 minutes
When the students have mastered the content, it is time to provide for reinforcement practice. In
the second part of the Roman Empire map worksheet, the students demonstrate and explain
coordinates and grid map, as though they are Roman Merchants in the year 117 AD. They need
to explain to their “apprentice” who has never seen used a map before. The students act and
explain specific directions on how to get from one of the major Roman cities to another of their
choice. Their explanation of directions is also a review of cardinal directions and geographic
terms. Once completed, the students will take the Exit Questions home as a review and final
assessment of what they’ve learned to be returned and evaluated the following day.
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Name:_______________________________________
Date:__________________
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A
B
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1) The College of William and Mary is within coordinates:________________
2) The Waller Mill Park is within coordinates:_________________
3) Bush Gardens is within coordinates: ___________
4) Where I go to school within coordinates:__________
5) My favorite place is __________________________________ and it is within
coordinates:__________________
Image from: http://pics4.city-data.com/tym/un2950.png
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Name:____________________________________ Date:__________________________
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B
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http://rome.phillipmartin.info/rome_empire_map.htm
Part 1:
Rome is within the coordinate: __________________________
Carthage is within the coordinate:____________________________
Alexandria is within the coordinate:____________________________
Lugdunum is within the coordinate:____________________________
Aquincum is within the coordinate:____________________________
Athens is within the coordinate:___________________________
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Part 2:
You are a Roman Merchant in the year 117 AD. You cannot make the journey from
________________________ to ___________________________, so you are sending your
inexperienced apprentice. You give them your map, but they have never seen one before. You
need to give him/her specific directions on how to get there, so he/she does not lose their way
and all of your goods! (Make sure to use cardinal directions and geographic terms!)
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Exit Questions:
Name: _______________________________________
Choose the answer that best answers each question.
Date:__________________
1. True or False. Rome was the largest city in the Roman Empire ______________
2. In one sentence, describe why grid maps and coordinates are useful.
3. The Roman Empire was at its peak size in the year
a. 27 BC
b. 27 AD
c. 80 AD
d. 117 AD
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Lesson #2 Arts and Critical Thinking 3rd Grade
(Whole Group Lesson- 24 students)
Objectives and Purpose:
Using the materials, the student will be able to assemble an arch
Using the cardboard diagram the students will create, they will describe basic architecture
structures (keystone, pier, impost).
Using the information gained during instruction, students will discriminate and define what an
adequduct and the Colosseum is relation to the Roman Empire’s expansion.
The purpose of this lesson is to expose students to the foundations of architecture and it’s
importance to creating a city or empire like ancient Rome.
Materials:
 Wooden Blocks
 Cereal Boxes
 Glue
 Colored Paper
 Scissors
 Projection screen
 www.historyforkids.org/learn/romans/architecture/aqueducts
o Pictures of aqueducts and the Colosseum for “Teaching Input”
 www.sandia.gov/tp/SAFE_RAM/ARCH.HTM
o Diagram of an arch
Duration:1 hour
Standards:
Virginia Standards of Learning:
3.1 The student will explain how the contributions of ancient Greece and Rome have influenced
the present world in terms of architecture.
National Standards:
3.6 The student will create a functional object that reflects the contributions of Greco‐Roman
civilizations
3.13 The student will discuss how history, culture, and the visual arts influence each other.
Anticipatory Set:
“People building houses have always had this one big problem (which you may have had also if
you ever tried to build a clubhouse), how do you get the roof to stay up?” “How do you build the
part of the wall over the door or the window?” Have students quickly write in their Social
Studies journal their solution. (Have a long piece of wood or stone that goes over the whole way
from one wall to the other.) “To make a big building, you need very long beams to make a flat
roof like that. What if you didn’t have big trees to get the wood from in your environment, like in
the Mediterranean?” Have students quickly write in their Social Studies journal their solution.
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“The arch is a way of making a roof or a doorway or a window without using any beams at all:
just a lot of small stones, or small blocks of wood, or clay bricks. That's a lot cheaper and easier
to get than the big beams. You use the weight of the blocks to hold the arch together.”
Teaching Input:
Project the first diagram of a Roman arch and go over the arch vocabulary. Look through
pictures of aqueducts and pictures of the Roman Colosseum. Give a brief history of the aqueduct
(Build long stone channels to carry clean water from nearby hills to the towns because of the
sewage that was in the still standing water) and Colosseum (history provided in the Historical
Narrative). (Questions for understanding: “What’s the difference between the aqueduct arches
and the arches in the Colosseum?” “The Colosseum and aqueduct both have arches, but have
different purposes. Describe them.” “Why do you think the emperor (Vespasian) wanted to build
such a large ampitheatre? What contributions do you think it brings (and brought) to Rome?”
“Why would the Romans build aqueducts? What are the benefits of having them throughout the
empire?”)
Modeling:
Show students how to start building an arch with the provided small wooden blocks and let them
try to build their own arches. Use a few trapezoidal pieces to use as keystones. Give the students
minimal instruction and let them experiment with different ways to put up the arch.
Checking for Understanding:
After students have constructed the base give students a large U-shaped block or a guide for the
blocks to sit on for the arch shape. Have students test the completed arch’s stability by removing
the U-shapes. Introduce the use of imposts on top of the pier part of the arch. After a difficult
period of trial and error, students will have a greater appreciation for the feat of engineering
required to build an arch. (Questions for understanding: “Imagine doing this with blocks
weighing as much as a car”. “How do you think Roman architects solved this problem?” “How
would you solve this engineering problem without cranes or modern day construction
machines/vehicles?” –opportunity to bring up/review simple machines)
Example of wooden block arches:
https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcR7bavKjI5FlTglOB8n-IOkwF-NGSmdbKT96zU4gDcFWoEJz3_d
Guided Practice:
Have students make simple models of Roman arches out of cereal boxes or other cardboard
boxes. Students’ focus should be on important features of Roman architecture. Students cut an
arch shape out of their box, color the arch and label its different elements, including the
keystone, pier and foundation. Refer to the first diagram the students looked at during the input.
Example of cardboard box labeled arches:
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http://www.mce.k12tn.net/ancient_rome/arch.jpg
Closure
“Why was architecture important to the Roman Empire?” “What did arches and aqueducts
supply to the empire?” Have students make a list in response to these questions in their Social
Studies journal. Collect these journals as a formative assessment of understanding of the
meaning of the lesson.
Independent Practice:
Introduce how to compare and contrast. (“Making a list or statement of the similarities and
differences between two objects or events.” Example: Comparing and contrasting appearance of
the city of Rome today and the city of Rome in 80 AD- no electronics, cars, etc. but they still
have some structures or buildings still standing). Have students write a few sentences comparing
and contrasting architecture in ancient Rome (arches, aqueducts, etc.) and architecture today.
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Pictures of the Colosseum to be shown to class:
The Colosseum:
http://www.google.com/imgres?q=the+colosseum&um=1&hl=en&sa=N&tbo=d&biw=927&bih=885&tbm=isch&tbnid=u
LU9c6GU4VHEAM:&imgrefurl=http://newsblog.aboutitaly.net/2007/07/10/the-colosseum-one-of-the-new-sevenwonders-of-the-world/&docid=ceAnHoIicSGk_M&imgurl=http://newsblog.aboutitaly.net/wpcontent/uploads/2007/07/colosseum-from-thetop.jpg&w=400&h=364&ei=4VeRUJ3dN8Ts0QHRqYCoCw&zoom=1&iact=hc&vpx=166&vpy=176&dur=2486&hovh=2
14&hovw=235&tx=159&ty=124&sig=100134153978128682740&page=1&tbnh=136&tbnw=137&start=0&ndsp=23&ved=
1t:429,i:143
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http://www.kidcyber.com.au/IMAGES/colosseum.jpg
http://library.thinkquest.org/22866/Dutch/Plaatjes/COLLOSEU.GIF
Aqueducts:
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http://www.historyforkids.org/learn/romans/architecture/pictures/aqueductnimes.jpg
http://hirstarts.yuku.com/topic/5433&docid=_1ZPQFqHpApPmM&imgurl=http://bobnholli.com/Gallery/albums/album03/3_Ro
man_Aqueducts0003.jpg&w=2048&h=1536&ei=NlmRUI6QHcir0AHGzoHoBg&zoom=1&iact=rc&dur=440&sig=1001341539
78128682740&page=1&tbnh=139&tbnw=200&start=0&ndsp=21&ved=1t:429,i:182&tx=115&ty=58
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http://www.1902encyclopedia.com/A/AQU/aqueduct-04.html
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Exit Questions: Evaluating Understanding
Name:_____________________________________ Date: _______________
Pick or fill in the answer that best suites the question.
1. What is the following a picture of?
http://www.visitingdc.com/images/colosseum-picture-2.jpg
a. an Arena
b. The Colosseum
2. Why did ancient Roman architects build aqueducts?
a. Drain the sewage in the river water
b. To bridge two sides together
c. Bring water to and from the city
d. A and C
3. Ancienct Roman architects built the Colosseum to
a. Have a central place a majority of citizens could gather at once
b. House gladiator matches
c. A and B
4. What is the following picture of?
http://upload.wikimedia.org/wikipedia/commons/thumb/2/23/Pont_du_gard.jpg/220px-Pont_du_gard.jpg
a. Arches
b. Aqueduct
c. The Colosseum
d. Bridge
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Lesson #3 Biography: Myths of Minerva
INTENDED AUDIENCE
Third grade; general education social studies classroom
STANDARDS
National Social Studies Curriculum Standards:
Culture: Social studies programs should include experiences that provide for the study of culture
and cultural diversity
Examine the origins and continuing influence of key ideals of the democratic republican form
of government, such as individual human dignity, liberty, justice, equality, and the rule of law,
BEHAVIORAL OBJECTIVES
1. Given the reading of Minerva, students will respond to questions about Roman gods/goddesses
myths and their purpose to the Romans
2. Students will name a few Roman gods and goddesses (Minerva and another of their choice) and
why the Gods serve as role models for Roman citizens
MATERIALS, TIME, AND SPACE
-McCaughrean, Geraldine . Orchard Book of Roman Myths. New York: Orchard Books, 2003.;
-God and Goddesses Handout, Roman Gods and Goddesses Handout, Exit Question Handout (
attached below); Map of Roman Empire
- An hour
LESSON DESCRIPTION
Introduction: Ask students if they have heard a myth or legend. Explain/define how a myth is different
from a story. Introduce how they will hear Roman myths about gods and goddesses. The gods protected
and helped those Romans to do good deeds and encouraged them to act properly. Define god/goddess,
wisdom and thoughtfulness.
Content Focus: Talk about how Roman gods and goddesses were different than the ones they may be
familiar with (Christian or Jewish God, or Allah etc.) because each one had its own history, job, and
purpose or polytheistic (defined below). The Roman Empire was one of the few ancient empires, which
encouraged and accepted multiple types of religions from those lands they conquered; however, they did
have a system of their own. (Culture Diversity)
Explain that most myths were initially handed down through the oral tradition. Read out loud one myth.
Read The Orchard Book of Roman Myths. Ask about which elements of the Roman myths and gods (or
goddesses) make the stories believable or unbelievable. What are some of the main elements/meaning do
you think was the purpose to take away from some of the stories for the Roman people? (Answer: Roman
gods and goddesses served as role models for Roman citizens and would also do things to benefit the
Romans if they behaved properly.) Focus on the story of Minerva with questions like: Leading
questions for these topics include: If this myth takes place in a coastal town along the Roman Empire, can
someone come up here and outline where the town could possibly be? (Use Roman Empire map attached)
Why was Minerva’s gift better? (The townspeople had more uses for the olive tree.) Why did she give
that gift to the townspeople? (The townspeople were gracious with their gift) What words would you use
to describe the Roman goddess Minerva?
Explain how Roman gods were explanations for natural things around them for which there was no other
explanation known. For example, if there was little rainfall and little grain to harvest (gather), the
Romans would pray to Ceres the goddess of the harvest to provide them with more grain.
Supply students with the Gods and Goddesses handout (short definition of a few Roman gods) and
secondary resources from the school library. Fill out Student Handout 1 by modeling with what was
already learned and discussed from the Minerva story. Allow them to look through the sources and fill in
the chart on another god or goddess of their choice.
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Ask the students to share their god or goddess of their choice which they studied. Why were they
important? Let students create their own god or goddess by requiring them to fill out a similar chart to the
studied Roman gods and drawing a picture on the back.
Closure: Why would gods and goddesses be important to the Romans? Can you think of any other
society that may have had or has multiple gods? (Prompt with Native Americans) Were the colonists very
accepting of the Native American’s different beliefs? How do you think the Romans ability to accept
others beliefs helped the empire? Explain how more people were willing to live under an empire where
they can still practice their beliefs, which may have helped the empire’s reign last so long.
EVALUATION:
Formative: Students’ responses during questioning while reading the myth about Minerva.
Summative: Students’ correctly identifying the qualities and purpose of the goddess Minerva, along with
an additional god or goddess they select. Student’s creation of their own god or goddess by addressing it’s
qualities, purpose, and an interesting fact or short myth about their create deity. Student’s responding to
the Exit Questions correctly.
BACKGROUND INFORMATION:
Minerva is the Roman goddess of wisdom, medicine, the arts, dyeing, science and trade, but also of war.
Minerva is the daughter of Jupiter (king of all the gods) and said to be born of his brain. She was born
armed and fortified with wisdom and virtue. Minerva was probably the favorite child out of all of
Jupiter’s children.
Story of Minerva:
Neptune, Lord of the Sea, was a very powerful god. He loved attention. He loved having towns build
temples to worship him. He loved the gifts people brought him. Neptune was always on the lookout for
towns that had not yet been claimed by a god. He wanted as many towns as possible to call his own.
Although towns could only have one god to watch over them, gods could watch over as many towns as
they chose. One day, Minerva, goddess of wisdom, and Neptune, lord of the sea, both claimed a coastal
village. Normally, the people in the village would have been thrilled to be selected by a god to watch over
them. But two gods at once? A town could have only one guardian, and they did not want to choose. They
did not want to anger either god. Minerva, who was wise as well as beautiful, understood their worry.
She suggested that both gods should give the town a gift. The townspeople could decide which gift was
better. Neptune loved the idea. The townspeople, if possible, were even more nervous than before.
Neptune tapped the side of the mountain. Water flowed out in a beautiful stream. Fresh water was so
important. When they tasted the water, it was salt water! Then Minerva rewarded the townspeople for
being gracious (define to third graders as kind and pleasant) with the gift and waved her hand. An olive
tree began to grow. The people tasted the olives. Smiles broke out. The olives were delicious. The olive
tree would provide food, shelter, and oil for cooking. It was a magnificent gift indeed. But no coastal
village would risk angering the lord of the sea, the mighty Neptune. Fortunately for the people, they did
not have to choose. Neptune threw back his head and laughed his mighty roar. "Yours is a far better gift
than mine, my lovely niece. The village is yours!" Even today, Minerva's special tree is the olive and
grows along the coasts of the Mediterranean.
Vocabulary: polytheistic- the worship or belief in multiple deities; wisdom- a deep understanding and
realization of people, things, events or situations, resulting in the ability to apply perceptions, judgments
and actions; myth- A traditional story, esp. one concerning the early history of a people or explaining
some natural or social phenomenon; gracious- kind and pleasant
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http://mrkatzoff.org/wp-content/uploads/roman-empire-map.gif
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Student Handout 1
Name: ____________________________________
Roman
God/Goddess
Qualities or Abilities
Date:________________________
Purpose/Meaning to
Romans
What They’ve Done
for the Romans
Purpose/Meaning to
Romans
What they’ve done
for the Romans
Minerva
Your Roman God/Goddess:
Name of
God/Goddess
Qualities or Abilities
Draw a picture on the back
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Student Handout 2
Gods and Goddesses
(The names in parenthesis are the Gods or Goddesses that have different names for Greek mythology than
in Roman mythology but are similar)
The Titans – The first gods of the universe
Cronus and Rhea – parents
(Saturn) – the youngest child of Gaea, the earth and
Uranus, the sky, ruler of the Titans, father of Jupiter
The Olympians – lived on Mt. Olympus, children of
Saturn
(Zeus)– ruler of all the gods, god of the skies
(Neptune) – god of the sea and sea travel
(Pluto) – god of the dead and underworld, god of wealth
and greed
(Juno) - queen of the gods, wife of Zeus
(Ceres) – goddess of the harvest and growth, grain
(Vesta) – goddess of the hearth, fire, protector of home
and family
Olympian Children
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(Minerva) – goddess of handicrafts, wisdom, and war
Apollo – God of light, truth, healing, archery, music
(Diana) – Apollo’s twin sister, goddess of the hunt and
the moon, wild things, protector of children and young
animals
(Mercury) – God of sleep and dreams, messengers,
Protector of travelers
(Mars) – God of war and violence
(Vulcan) – god of fire, god of the forge (blacksmith),
maker of armor and weapons
(Bacchus) – god of wine and fertility, born to a mortal
(Proserpina) - queen of the underworld, maiden of spring
(Venus) - goddess of love and beauty
(Cupid) – God of love
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Exit Questions:
Name:____________________________________
Date:________________
1. A myth is
a. Something told concerning the early history of a people or explaining
some natural or social wonder
b. An account of fictional people and events told for people to enjoy
2. A myth in Roman culture was usually told orally TRUE or FALSE
3. Define polytheism:
Believing in several gods and/or goddesses
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
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Lesson 4 Inquiry Lesson: The Fall of the Roman Empire
Background Information:
The Roman Empire lasted from 27 BC - 476 AD, a period exceeding 500 years. At its most
powerful the territories of the Roman Empire included lands in West and South Europe (the lands around
the Mediterranean), Britain, Asia Minor, North Africa including Egypt. The decline of the Roman
Empire was due to many reasons but the major causes of the decline are detailed below. There was no
specific order of the causes for the fall of the Roman Empire. Different causes occurred over its time
period of over five hundred years.
Over the year’s antagonism developed between the Senate and the Emperor, beginning with the
assassination of Julius Caesar. Often he rallied his troops by his own personal exertions, stopping those
who fled, keeping others in their ranks, and seizing men by the throat, turned them again towards the
enemy. He became a spell-binding orator able to sway others to his will through the force of his words.
He was an accomplished writer who eloquently advertised his own achievements. He was a brilliant
military leader, who over nine years of continuous fighting conquered Gaul adding modern-day France,
parts of Switzerland and the Low Countries to Rome's possessions. With the strength of his victorious
legion backing him up, Julius Caesar marched on the city of Rome and grabbed the reins of power. Julius
Caesar was a man who changed history. With the corruption between the two political forces, the Roman
Emperor had the legal power to rule Rome’s religious, civil and military affairs with the Senate acting as
an advisory body. The emperor had power over life and death. The powerful, spoilt, wealthy Roman
Emperors inevitably became corrupt and many lived a debauched, deluded and immoral lifestyle. The
Roman Empire saw many examples of antagonism between the Senators and the Emperors. Either the
Senators didn't like the Emperor or the Emperors was at odds with the Senators.
During the time of the Roman Empire there were not only foreign wars, civil wars, street fights,
fires and revolts there were also natural disasters such as plagues, famines and earthquakes. As in all
periods and societies the people looked for someone to blame and different religions to turn to. The
development and controversy that Christianity also brought to the Roman people and divided them. Life
and the future seemed hopeless for the millions of people who were ruled by Rome where an early death
was almost inevitable. Christianity taught the belief in an afterlife which gave hope and courage to the
desperate. Eventually the Roman Emperor, Constantine the Great, proclaimed himself a Christian and
issued an edict promising the Christians his favor and protection. Attitudes in the Roman Empire changed
from being antagonistic to becoming pacifistic. A combination of these factors, as well as several other
events and circumstances, led to the downfall of the Roman Empire.
Sources:
 (2008).Causes for the fall of the Roman Empire. Retreived from: http://www.romancolosseum.info/roman-empire/causes-for-the-fall-of-the-roman-empire.htm
 Rempel, G., (n.d.). Why Rome fell. Retrieved from:
http://ancienthistory.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=ancienthistory&cdn=education&t
m=2566&f=21&tt=2&bt=1&bts=0&zu=http%3A//web.archive.org/web/20051218144105/http%
3A//mars.acnet.wnec.edu/%7Egrempel/courses/wc1/lectures/14romefell.html
 Smitha, F., (2009). Christian emperors fail at empire, to 378 CE. Retreived from:
http://ancienthistory.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=ancienthistory&cdn=education&t
m=146&f=11&tt=2&bt=1&bts=0&zu=http%3A//www.fsmitha.com/h1/ch24.htm
Standards:
National Council of Social Studies Standards
(d) Practice forms of civic discussion and participation consistent with the ideals of citizens in a
democratic republic
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Time and Space:
Amount of time required to teach this lesson: Four 45-minute class periods
Materials:
 Copies of each of the data sets for each student
 Copies of the hypothesis worksheet for each student
 White board
 Markers
 The physical setup of the classroom: The classroom will be set up with the students seated in
small groups of four to five students.
Assessment:
Formative: The teacher will observe student participation and discussion at the end of day 1 and
2. The students are required to turn in their finalized ideas and questions at the end of day 1.
Summative: Students will be required to answer the following essay question.
Directions for the Inquiry Essay Question: The End of Rome
1. In the space below, please describe, with at least three details, life in the years preceding the
fall of Rome. (3 Points)
Behavioral Objective:
The students will conduct independent research using multiple primary sources
The students will present information on their researched topic and participate in a discussion/debate
about the fall of the Roman Empire.
Day 1: Engagement
Introduce and distribute the first primary resource, because this resource may be difficult for the students
to understand, read aloud to the class. “I am going to read an eyewitness account of the Rome, written by
St. Jerome. It represents the view of someone who was living in the Roman Empire. This document was
written so long ago and the language is different from what we normally use today. It is important that
you understand this document, so I will stop a few times to explain what we read, and answer any
questions you may have.” Ask questions about what St. Jerome’s must have been like during the fall
based on this document. “How do you think he was feeling? Based on his description, how would you
describe the city? Now that we have read the eyewitness account, please take a few minutes to read the
next section describing the invasion of Rome. After you have finished reading, do a Turn and Talk with
your neighbor (an activity where the students discuss with their neighbor the assignment). I want you
know write down in your worksheet something you learned and something you want to know more about.
For example, I want to what was causing all of the chaos and crazy things happening in Rome at this
time. “Write your first hypothesis in the section labeled “My Question” If you have some assumptions or
guesses of the answer to your question, I would also like you to write that down. After the students write
their question, have some students share his or her hypothesis with the class. Write each hypothesis on
the whiteboard or overhead projector. If an idea is expressed more than once, I will add a tally next to
that idea to show its importance. “We will take a look at some more information over the next few days.”
The students will be divided into three groups based on their question and each analyzing a different
source the next day.
Day 2: Divide Students into Groups
The students will be required to work collaboratively with their group-mates on their own as well as assist
their group members in answering their self-generated questions. The students read the primary source
and discuss amongst each other on whether it supports or opposes each of their questions. Students will
have access to information, resources, and books about the Fall of Rome through the school library as
well as the public library. Go around to each designated group area to introduce/provoke discussion
amongst the group. Encourage all of the students to take notes to more easily help their
Group 1: The Government Questions
Give a short introduction to the students about Julius Caesar and what they are about to read. “A leader
named Julius Caesar is very famous in Roman history. Caesar declared himself dictator of the Roman
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Empire for life. This act, along with his effort to decorate himself with power it turned many members of
the Senate against him. Sixty members of the Senate decided that the only resolution to the problem was
to assassinate Caesar. A man named Nicolaus of Damascus wrote a few years after the assassination an
account of how and what it happened.” Ask a few questions before reading: Do you think this source will
this help answer your question? If it does not answer it directly, is there any part of your question which
knowing about the government and its leaders could help give you an idea about the Romans daily life at
this point? You will read this source. Feel free to take notes in the given space. Why did the Senate need
to assassinate Caesar? Why do you think the Senate did not have a strong plan for the Roman
government after Caesar’s death? ” The death of Julius Caesar was the downfall of the Roman Republic
and sent the city of Rome into spiral which was a dictatorship government, the political greed and
selfishness drove a group of men to assassinate Caesar and ultimately lead to his downfall. The source
acquired is an account of what happened according to a man who was close to the action named Nicolaus
of Damascus’.
Group 2: Environmental Questions
The primary source of a letter by a Roman man named Pliny describing what happened to him and to his
mother during the eruption of Mt. Vesuvius and destruction of Pompeii. Natural disasters like Pompeii
and others like, plagues and lead poisoning took over the city and greatly diminished the health and hope
of the Roman people. Hand out copies of this source to the students and ask them to read it and write
down the main points on the hypothesis worksheet like before talking with their group members. Have
the students do a short Turn and Talk with partners, then discuss with the class “What would happen to
the people? What would change about their lives? What have you learned about the natural disasters
during the fall of the empire? Do you think this is a cause or a factor? Since you’ve been given more
information about more events that may have contributed to the fall of the Roman Empire, take some time
to revise your original hypotheses. Remember to use all of the information you have read so far in trying
to answer what caused the fall of the Roman Empire? Write down your revised hypothesis in the section
labeled “Revised Hypothesis.” If your hypothesis is the same, you can write it down again.”
Group 3: People/Daily Life/Religious Questions
The next source defines the religious circumstances in the Roman Empire leading up to the fall;
specifically, how Christians were being persecuted and chaos in the city with fighting. “Religious
influences that may have aided to the fall of the Roman Empire include the establishment of Roman
Christianity, conflicts with between Christians and other religions (mostly pagan cults). These power
struggles between the Emperor and church leaders were a distraction from other larger problems of the
empire. Please read the next source which is Edict of Milan. Highlight phrases where you see this as
evidence if you need reminders.” Give copies of the final words of Vibia Perpetua to the students and ask
them to read it and write down the main points on the hypothesis worksheet before discussing the
information with their group members. “What was Perpetua’s reaction to being thrown in the gladiator
arena? What does it mean to have religious freedom? Why is it important to have religious freedom?
How do you think doing something good, like approving religious freedom, would cause problems for the
empire? How would religious conflicts affect Rome?”
Day 3: Continuing Student Research
Students continue to research and also gain experience working with putting their research information on
a PowerPoint. Students need to divide the work and presentation equally.
Day 4: Presentations and Closure
asdf
Closure:
After the students have had a chance to “When you went through the data sets, what did you notice about
your hypotheses? Did they change? What made you want to change your hypotheses?” Explain to the
students that through the inquiry process, hypotheses will change as new information is taken into
account. “The finding of new evidence allows us to learn different ways of answering our question. As
we collect material from different viewpoints, and reflect about additional factors, we as investigators,
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get a more complete understanding of the condition of the Roman Empire during its fall. This process is
similar to what scientists do when they follow the scientific method. Scientists will form initial hypotheses
based on their current understanding of a phenomenon. By conducting experiments to gather evidence,
then testing their hypotheses, and revising these hypotheses based on the new information they gather.
Scientists must make sure that they have evidence to support them. We must do the same thing here. We
can use the evidence we have gathered to come to a conclusion about the cause of the fall of the Roman
Empire. Why is it important that we be able to change our hypothesis before coming to a conclusion?”
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Primary Source 1:
St. Jerome was born around the year 340. He came to Rome and was baptized there around 360. He
devoted the rest of his life to scholarly pursuits and the translation of the Bible into Latin. He died in 420.
He wrote the following observations describing the devastation of the Empire around 406:
"Nations innumerable and most savage have invaded all Gaul. The whole region between the Alps and the
Pyrenees, the ocean and the Rhine, has been devastated by the Quadi, the Vandals, the Sarmati, the Alani,
the Gepidae, the hostile Heruli, the Saxons, the Burgundians, the Alemanni, and the Pahnonians. Oh
wretched Empire! Mayence [Mainz, Germany], formerly so noble a city, has been taken and ruined, and
in the church many thousands of men have been massacred. Worms [Germany] has been destroyed after a
long siege. Rheims, that powerful city, Amiens, Arras, Speyer [Germany], Strasburg, - all have seen their
citizens led away captive into Germany. Aquitaine and the provinces of Lyons and Narbonne, all save a
few towns, have been depopulated; and these the sword threatens without, while hunger ravages within. I
cannot speak without tears of Toulouse, which the merits of the holy Bishop Exuperius have prevailed so
far to save from destruction. Spain, even, is in daily terror lest it perish, remembering the invasion of the
Cimbri; and whatsoever the other provinces have suffered once, they continue to suffer in their fear. I will
keep silence concerning the rest, lest I seem to despair of the mercy of God. For a long time, from the
Black Sea to the Julian Alps, those things which are ours have not been ours; and for thirty years, since
the Danube boundary was broken, war has been waged in the very midst of the Roman Empire. Our tears
are dried by old age. Except a few old men, all were born in captivity and siege, and do not desire the
liberty they never knew. Who could believe this? How could the whole tale be worthily told? How Rome
has fought within her own bosom not for glory, but for preservation - nay, how she has not even fought,
but with gold and all her precious things has ransomed her life... Who could believe that Rome, built upon
the conquest of the whole world, would fall to the ground? That the mother herself would become the
tomb of her peoples? That all the regions of the East, of Africa and Egypt, once ruled by the queenly city,
would be filled with troops of slaves and handmaidens? That to-day holy Bethlehem should shelter men
and women of noble birth, who once abounded in wealth and are now beggars?"
References: This eyewitness account appears in Robinson, James Harvey, Readings in European History
(1906); Duruy, Victor, History of Rome and of the Roman People, vol VIII (1883).
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Primary Source 2
Death of a Dictator
Nicolaus of Damascus wrote his account of the murder of Caesar a few years after the event. He was not
actually present when the assassination occurred but had the opportunity to speak with those who were.
The Plan:
"The conspirators never met openly, but they assembled a few at a time in each other’s' homes. There
were many discussions and proposals, as might be expected, while they investigated how and where to
execute their design. Some suggested that they should make the attempt as he was going along the Sacred
Way, which was one of his favorite walks. Another idea was for it to be done at the elections during
which he bad to cross a bridge to appoint the magistrates in the Campus Martius; they should draw lots
for some to push him from the bridge and for others to run up and kill him. A third plan was to wait for a
coming gladiatorial show. The advantage of that would be that, because of the show, no suspicion would
be aroused if arms were seen prepared for the attempt. But the majority opinion favored killing him while
he sat in the Senate, where he would be by himself since non-Senators would not be admitted, and where
the many conspirators could hide their daggers beneath their togas. This plan won the day."
Brutus Persuades Caesar to Ignore his Apprehensions:
"...his friends were alarmed at certain rumors and tried to stop him going to the Senate-house, as did his
doctors, for he was suffering from one of his occasional dizzy spells. His wife, Calpurnia, especially, who
was frightened by some visions in her dreams, clung to him and said that she would not let him go out
that day. But Brutus, one of the conspirators who was then thought of as a firm friend, came up and said,
'What is this, Caesar? Are you a man to pay attention to a woman's dreams and the idle gossip of stupid
men, and to insult the Senate by not going out, although it has honored you and has been specially
summoned by you? But listen to me, cast aside the forebodings of all these people, and come. The Senate
has been in session waiting for you since early this morning.' This swayed Caesar and he left."
The Attack:
"That was the moment for the men to set to work. All quickly unsheathed their daggers and rushed at him.
First Servilius Casca struck him with the point of the blade on the left shoulder a little above the collarbone. He had been aiming for that, but in the excitement he missed. Caesar rose to defend himself, and in
the uproar Casca shouted out in Greek to his brother. The latter heard him and drove his sword into the
ribs. After a moment, Cassius made a slash at his face, and Decimus Brutus pierced him in the side. While
Cassius Longinus was trying to give him another blow he missed and struck Marcus Brutus on the hand.
Minucius also hit out at Caesar and hit Rubrius in the thigh. They were just like men doing battle against
him.”
Under the mass of wounds, he fell at the foot of Pompey's statue. Everyone wanted to seem to have had
some part in the murder, and there was not one of them who failed to strike his body as it lay there, until,
wounded thirty-five times, he breathed his last. "
Source:
"The Assassination of Julius Caesar, 44 BC," EyeWitness to History, www.eyewitnesstohistory.com
(2004).
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Primary Source 3:
Destruction of Pompeii
Pliny describes what happened to him and to his mother during the second day of the disaster:
Ashes were already falling, not as yet very thickly. I looked round: a dense black cloud was
coming up behind us, spreading over the earth like a flood.'Let us leave the road while we can
still see,'I said,'or we shall be knocked down and trampled underfoot in the dark by the crowd
behind.'We had scarcely sat down to rest when darkness fell, not the dark of a moonless or
cloudy night, but as if the lamp had been put out in a closed room.
You could hear the shrieks of women, the wailing of infants, and the shouting of men; some
were calling their parents, others their children or their wives, trying to recognize them by their
voices. People bewailed their own fate or that of their relatives, and there were some who prayed
for death in their terror of dying. Many besought the aid of the gods, but still more imagined
there were no gods left, and that the universe was plunged into eternal darkness for evermore.
Source: The Destruction of Pompeii, 79 AD," EyeWitness to History,
www.eyewitnesstohistory.com (1999).
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Primary Source 4
A Martyr's Death
Vibia Perpetua was a young woman of noble birth. She was 22, a wife, a mother of a young son and a
Christian. In the city of Carthage in North Africa on March 7 of the year 203 she was put to death for her
religious convictions. Her story comes to us from three eyewitness accounts written shortly after her
death. Perpetua was one of five Christians condemned to death in the arena. One of her companions,
Felicitas, was a slave and eight months pregnant. Two days before her execution she gave birth to a
daughter. Pepetua's father was a pagan and came often to the prison (many times with Perpetua's son in
his arms) to plead with his daughter to renounce her religion and save her life, but wasn’t successful.
On March 7 Perpetua and her four companions were led to the arena where the crowd demanded they be
scourged. Then a boar, a bear and a leopard were loosened upon the men while the women were attacked
by a wild bull. Wounded, Perpetua was then put to the sword.
"When I was in the hands of the persecutors, my father in his tender solicitude tried hard to pervert me
from the faith.
'My father,' I said, 'you see this pitcher. Can we call it by any other name than what it is?'
'No,' he said.
'Nor can I' [I said], 'call myself by any other name than that of Christian.'
So he went away, but, on the rumor that we were to be tried, wasted away with anxiety.
'When are we to be tossed?' she asked, and could scarcely be induced to believe that she had suffered, in
spite of the marks on her body. [They were presently stabbed to death by gladiators] after having exhorted
the others to 'stand fast in the faith and love one another,' she guided to her own throat the uncertain hand
of the young gladiator."
Source: "Death of a Martyr, 203 AD" EyeWitness to History, www.eyewitnesstohistory.com (2004).
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Name: ______________________________________
Date: _____________________
Student Investigation: Fall of Rome
1) Given the discussion we had about the fall of Rome, what other questions about Rome do you
have?
.
2) Investigate your questions by conducting further research. Use this form to help you organize
your findings. (You can use the back of this sheet to take notes)

™ Question:

™ Hypothesis:

™ Resource Used:
3) What your hypothesis supported or not? Why?
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Name: _______Student (in Group 1-Polical Corruption)_______________
\
Date: ______Ms. Tate’s Future Classroom in 2013_
Student Investigation: Fall of Rome
1) Given the discussion we had about the fall of Rome, what other questions about Rome do you
have?
What happened to Rome? How did the government let the city/empire fall apart? Did the fighting go on
for long?
2) Investigate your questions by conducting further research. Use this form to help you organize
your findings. (You can use the back of this sheet to take notes)

™ Question:

How and what caused the Roman government go from being fair and just to being corrupt?
™ Hypothesis:
The government of the Roman Empire became corrupt because politicians became too greedy

™ Resource Used:
The primary resource: Nicolaus of Damascus account of Caesar’s murder
3) What your hypothesis supported or not? Why?
Yes, it was. I found that the Roman government was corrupt with greed beginning with Julius Caesar and
continuing on forcing the Empire to become a dictatorship towards the end of it’s existence.
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Pre-Post Test
Name:___________________________________________________ Date: _______________
Multiple Choice Questions: Please choose the answer that best answers the questions. (2 Point)
True and False Questions: Circle True if the statement is correct. Circle False if the statement is incorrect.
(1 Point)
Fill in the Blank/Short Answer Questions: Define the vocabulary or answer the question in a complete
sentence (3 points)
1. True or False. Rome was the largest city in the Roman Empire
2. In one sentence, describe why grid maps and coordinates are useful.
Can easily find and area without searching over the entire map, but by focusing on regions.
3. The Roman Empire was at its peak size in the year
a. 27 BC
b. 27 AD
c. 80 AD
d. 117 AD
4. A myth is
a. Something told concerning the early history of a people or explaining some natural or
social wonder
b. An account of fictional people and events told for people to enjoy
5. A myth about Roman polytheism was usually told orally to pass down the tradition
TRUE or FALSE
6. Define polytheism:
Believing in several gods and/or goddesses
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________
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7. What is the following a picture of?
http://www.visitingdc.com/images/colosseum-picture-2.jpg
a. an Arena
b. The Colosseum
8. Why did ancient Roman architects build aqueducts?
a. Drain the sewage in the river water
b. To bridge two sides together
c. Bring water to and from the city
d. A and C
9. Ancient Roman architects built the Colosseum to
a. Have a central place a majority of citizens could gather at once
b. House gladiator matches
c. A and B
10. What is the following picture of?
http://upload.wikimedia.org/wikipedia/commons/thumb/2/23/Pont_du_gard.jpg/220px-Pont_du_gard.jpg
a.
b.
c.
d.
Arches
Aqueduct
The Colosseum
Bridge
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Rubric
Number of Questions
Correct
Student:
42
Below Expectations
13 or below
(65% or below)
Meets Expectations
14,15,16
(70%-80%)
Above Expectations
17,18,19,20
(85%-100%)
Ancient Rome Social Studies Unit
Fall 2012
Expenses for Unit:
Lesson 1 and 3:
 Copies of Worksheet
 Projection Screen
Lesson 2:





Wooden Blocks (~$10.00)
Cereal Boxes (~$2.00 each)
Glue (~$1.00 each)
Colored Paper
Scissors
Lesson 4:
 Copies of Worksheets
 Extra secondary sources/books about Ancient Rome
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Citations:
Boyd, C., Risinger, C., Glenn, A., Gay, G., & Sanchez, S. (2003). Ancient rome. In C. Boyd (Ed.), Social
Studies: Communities. Glennview, Illinois : Scott Foresman.
Carr, K. (1998). Roman government. Retrieved from
http://www.historyforkids.org/learn/romans/government/
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