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The Ancient Civilization of Rome

A Teaching Unit for Third Grade Students

Prepared by: Kelly Eaton

Url: http://kkeaton.wmwikis.net

Submitted as Partial Requirement for ED 405

Elementary and Middle Social Studies Curriculum and Instruction

Professor Gail McEachron

The College of William and Mary

Fall 2009

Contents:

Historical Narrative

Map/Globe Skills Lesson: Locating Rome on Map, identifying the expanse of

the Roman Empire, and location of architectural

structures

Critical Thinking and the Arts: Roman mosaics

Civic Engagement: Augustus Caesar and the Influence of Powerful Leaders

Global Inquiry: Roman architecture and its influence on modern

architecture

Assessments: Objective and Essay

Bibliography

Appendix A: National and State Standards

Expenses

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Historical Narrative

Introduction

The history of Rome is rich with culture, architecture, literature, and innovative thinking.

So rich, in fact, that it is remembered still today as one of the greatest empires of all time.

Tradition states that Rome was founded in 753 B.C. and modern historians believe it was

founded in 625 B.C., either way Rome lasted for a long time. It survived the transition from

monarchy to Republic to oligarchy and from Italian city-state to powerful empire, ultimately

collapsing in 476 A.D. (A Brief History of Rome). Although the Roman Empire fell over 1500

years ago, the Ancient Romans have greatly influenced our modern world, and Western thinking

in general, from government and law to language, architecture and beyond. Understanding the

foundations of our society, how we came to be, is a very important aspect of social studies, and

in studying the world of Ancient Rome, students will come to better understand the United

States’ system of government and law, as well as develop an appreciation for architecture,

modern languages, and social and philosophical thought.

Studying Ancient Rome does not just enhance students’ knowledge of the foundations of

their culture, but also expands their understanding of and appreciation for cultures outside their

own. While Roman government and culture has significantly influenced the United States, it is

still a culture and a time vastly different from students’ own. Different though it is, Ancient

Rome was composed of men, women and children, who worked, played, and learned day-to-day.

Using these parallels, this unit will help students identify with this ancient people whilst learning

about the differences between their lives and traditions and the students’. This unit also covers

many SOLs and other national standards, in particular SOL 3.1, which states that students should

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know how Ancient Rome has contributed to our modern world, particularly in architecture,

government, and sports. See appendix A for a complete list of the standards covered in this unit.

Key Ideas and Events

Roman history is far too long and too intricate to teach in one unit or to capture in one

paper. Therefore, this unit will center on the late Roman republic and the Roman Empire, not

delving into the early monarchy. According to Roman myth, the city of Rome was founded by

Romulus in 753 B.C. and the Roman Empire which developed into the next century did not fall

until 476 A.D. Romulus ruled as king, and six kings succeeded him (Conti 2002). However,

around 509 BC, the last king was ousted by wealthy landholding patricians and the Roman

Republic was formed (Nardo, The Decline… 1998). This republic was not at all like the Greek

democracy, but was closer to an oligarchy. Under this new form of government there were

several magistrates, among whom the ruling of Rome was spread out (Conti 2002). Two

magistrates, called consuls, presided over all other. Elected for a term of one year, they presided

over the Senate and the popular assemblies (Parenti 2003). There were many other magistrates as

well. For instance, there was one office whose function was to keep track of money and one

which presided over the military (Kamm 1995). These offices were split between at least two

people in order to avoid one person having too much power (Woolf 2003). Although the

magistrates were elected by the Roman people, there was a very rigid class system, and

restrictions on people’s right to vote based on their class (Kamm 1995).

The Republic began to fade away into dictatorship under Cornellius Sulla, who was

elected consul in 88 BC (Constable 2003). It was shortly after Sulla’s reign that Gaius Julius

Caesar, Marcus Licinius Crassus, and Gnaeus Pompeius Magnus formed the First Triumvirate

and divided Rome’s power amongst themselves in 60 BC (Conti 2002). The “republican”

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government was technically in place, but it was really just that – a technicality. In reality, the

system was broken and full of corruption and violence. Crassus was killed in battle 53 BC,

causing a war between Pompey and Caesar, who both wanted full control of Rome (Woolf

2003). When Pompey died in 44 BC, Caesar appointed himself dictator, but only a couple

months later a group of senators killed him on March 15 (Nardo, The Collapse… 1998). A

second triumvirate followed, which included Caesar’s grandnephew, and adopted son, Gaius

Octavius, who ultimately defeated the other two (Marc Antony and Marcus Aemelius Lepidus)

to become Caesar Augustus, and who was succeeded by emperor after emperor until the fall of

Rome in 476 A.D. (Conti 2002).

Rome expanded throughout its history the once small city state of Rome took over the

Italian peninsula and kept growing until it developed into an enormous empire, spanning across

Europe and down into the Middle East and into Africa (Constable 2003). These conquests did

not occur quickly or easily. The Punic Wars played a large role in this expansion. In the First

Punic War, begun in 264 BC, Rome fought Carthage for control of Sicily and Spain. This war

lasted for over twenty years, eventually coming to a close in 241 BC, with Rome emerging

victorious (Constable 2003). The Second Punic war, again fought against Carthage, began in 218

BC. This war was also fought against Carthage, only this time with Carthaginian general

Hannibal Barca, who led his people to many victories against a collapsing Rome. However, the

Romans were once again triumphant, and the war ended in 201, with Rome recapturing Spanish

land from the Carthaginians. The Third Punic War followed the second, with the Romans

pushing Carthage back further, and expanding the Roman Empire into the African continent

(Conti 2002).

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Throughout this long and complicated political history, Rome was culturally thriving. It

was the economic and political center of the world, and the flourishing culture, heavily

influenced by the Ancient Greeks, made way for amazing architecture and art, writing, and

philosophical ideas. Ancient Roman sculpture, paintings, and architecture survive even to this

day; the Coliseum, the Forum, and the Pantheon are still major components of modern day

Rome, drawing tourists year after year. Many of these works of art display Greek influence. For

instance, the arches used throughout Roman architecture were derived from Greek architecture,

as are the columns which are also very common features (Conti 2002).

Hellenistic culture did not influence just Roman art, but also Roman thinking and way of

life, particularly religion. Ancient Roman paganism contained many of the same gods as Greek

religion, although they gave them Roman names. For instance, the three “main” gods of Roman

religion, called the Capitoline Triad, were Jupiter, Juno, and Minerva. These are the Greek god

and goddesses Zeus, Hera, and Athena. Like many religions of this era, Roman paganism was

closely tied to everyday life. Romans were fearful, rather than adoring, of their gods and so their

relationship to these gods was based mostly on a contractual giving and receiving relationship

(Conti 2002).

Entertainment and sports are another important element of Ancient Roman culture.

Citizens of Ancient Rome loved spectacle and excitement, and found these in sports. The

Romans enjoyed many different sports. Chariot racing was one of the most popular sports in

Ancient Rome. One of the less violent sports, Romans had favorite drivers which they followed

as passionately as modern sports fans do (James 1990). Although they adopted several Greek

sports, particularly boxing and chariot racing, for the most part Romans found Greek sports “too

tame” (Nardo 2000). For example, in Greece, boxers covered their knuckles with leather,

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whereas in Rome boxers wore gloves with metal spikes (Nardo 2000). Many other Roman sports

were even bloodier. For instance, gladiatorial combats, which originated from Etruscan

traditions, are infamous still today (Nardo 2000). For the most part, gladiators were mainly

criminals or slaves, who fought to the death for the entertainment of the Roman public. There

were different types of gladiators, each of which had his own weapon and persona (James 1990).

Despite their low position outside of the arenas, gladiators were admired by men and women

alike, much in the same way that athletes today receive hero worship. Gladiators were both

looked down upon for their social position, and revered for their honor and heroism (Nardo

2000).

Men, Women, Youth and Children:

Although Rome’s history is full of interesting and powerful leaders, Gaius Julius Caesar

is probably its most famous, and arguably most influential. Born to a wealthy, important family

in 100 BC, Caesar grew up in near-poverty after his father lost the family fortune along with the

family’s prestige (Constable 2003). So despite his family history, Caesar had to build himself up

from humble beginnings. A brilliant general, politician, and orator, he was known to be

politically ambitious, yet generally merciful towards his political opponents. He was intelligent

and made astute political connections in order to get ahead (Constable 2003). He was very

manipulative, but also very charismatic, and used this conniving charm to gain the affection of

thousands (Garland 2003). His life is much like a classic American “rags-to-riches” story. He

used his natural abilities to work his way up in the Roman government until he formed the

triumvirate with Crassus and Pompey and then ultimately took complete control when they died.

His influence lived on even after his death, as his heir, grandnephew Octavius, grew up to

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become Caesar Augustus, one of Rome’s most powerful and influential emperors, and their

family line continued on until the death of Nero (Constable 2003).

During the Roman Republic the class system was very structured. The two main classes

were patricians and plebeians. The patricians were elite families with political power and wealth

who together formed the optimates party. The plebeians were the lower class citizens with less

money and influence. They were, however, not entirely powerless, and were in fact allowed to

take part in a proletariat tribunal (Constable 2003). There was also an entirely separate class

made up of slaves, who were not granted citizenship until freed. However, it was pretty normal

for slaves to be granted their freedom, and some have even argued that slavery was a way for the

Romans to assimilate foreigners into their state (Woolf 2003).

Roman women can also be categorized as a class of their own. Women were prohibited

from voting or holding office and were frowned upon for giving their opinion; and Roman

culture instead idealized meek, chaste women (Woolf 2003). Women were married off at a very

young age, exchanging their role as their father’s property to become their husband’s (Conti

2002). In the Ancient Roman household, a senior male figure presided over the women and

children. He was the “master” and held all household authority (Pike 1966). And although

women were given the right to supervise their own property, their husbands could still lend their

wives to other men who needed a child. For the most part, women’s lives revolved around being

mothers. The infant mortality rate was very high and so women’s fertility was very important

(Conti 2002). While women did not have very many rights, privileged women could still

sometimes “enjoy social prominence and… notoriety” (Woolf 2003).

One of the most important and famous women of Ancient Roman history is Augustus’s

wife, Livia. Born in 58 B.C., she was Augustus’s wife, Tiberius’s mother, and Claudius’s

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grandmother (Baker 1998). These connections undoubtedly show how important Livia was in the

early days of the Roman Empire. However, before her familial connections with these men,

Livia was already a descendent of the Claudians, an important Roman family, descendent from

Appius Claudius the Blind, a 4th-century B.C. censor who established legislation giving more

rights to lower classes (Baker 1998). Although she was married to Tiberius Claudius Nero and

was pregnant with his second child, Octavius wanted to marry her so he had her and her husband

divorced and in 38 B.C. Octavius and Livia were married. Only a few years later, Livia’s first

husband died, and her two sons, Tiberius and Drusus, were taken in by Livia and Octavius

(Baker 1998).

In 27 B.C. Octavius became Emperor Augustus, increasing Livia’s social and political

importance. Augustus showed respect for his wife, honoring her with “statues and public

displays” (Gill). Livia reciprocated this respect, and seems to have been a loving, dutiful wife.

She ignored his mistresses and, according to her, never had any affairs of her own. Her business,

she believed, was to make her husband happy, and by all accounts they made a good partnership

(Hurley 1999). It appears that behind her exterior façade of a traditional, dutiful wife, Livia was

given a great deal of private power. For instance, she was given the right to control her own

finances, a very rare right for a woman to possess (Hurley 1999). Also, Augustus apparently

valued her opinion and often came to her for advice on important political matters (Baker 1998).

Although she never gave Augustus an heir, he did not divorce her, and after many years in which

Augustus debated who to make his heir, he adopted her son Tiberius and made him heir to the

empire (Baker 1998). Livia was married to Augustus for over 50 years, and was with him when

he died in 14 A.D. Livia continued to influence politics even after her husband’s death, when her

son took over the Empire (Baker 1998).

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Children, upon birth, had to be inspected by and then accepted by their fathers in order to

be welcomed into the family. Infants who were deformed or suspected of being illegitimate were

sometimes discarded. However, once they were accepted by their fathers, children, particularly

boys, were treated very well in Roman homes. They were given basic schooling at least until the

age of twelve, at which point girls were considered to be of marriageable age and boys except for

those in wealthier families would begin work. This schooling including teaching the children

basic subjects such as reading, writing, and arithmetic, as well as teaching them classic Latin and

Greek literature. Boys of affluent families, who continued their education, went on to study

rhetoric, history and geography, poetry, philosophy and so on. These extra subjects were

intended to train students to become political leaders (Conti 2002).

Closing and Legacy

Although the Roman Empire fell over 1500 years ago, its legacy still lives on throughout

modernity. Their republican government is somewhat reflected in the United States’ democratic

republican government. Their legal system has also influenced ours. The Roman Twelve Tables

are foundational laws from the fifth century BC, which have been revised over time, have

influenced our laws to some extent, as have the Roman concept of lawyers (Conti 2002). Also,

while the Roman language, Latin, survives only in the Vatican and in classrooms across the

world, its influence on Western language is undeniable. The “Romance languages,” so named

because they stem from Latin, vary from Italian to French to Spanish, all prominent languages in

today’s world. English also has some Latin influence (Conti 2002). Additionally, Italy is still a

powerful and influential country, included in the annual G8 summit, a meeting of the eight most

economically successful countries in the world. The city of Rome is also still alive and thriving,

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Renaissance and modern architecture mixed in with the remains of the great ancient city. All in

all, Ancient Rome’s contribution to both its contemporary society and ours is priceless.

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Lesson #1 – Map/Globe Skills Audience: “Where was Ancient Rome?” Grade 3 (45-50 minutes) by Kelly Eaton Whole group instruction (some work in small groups); 21 students Materials: This lesson requires 21 blank maps of the Roman Empire, 4 architectural feature labels for each student, an overhead of the same map, an overhead of a completed map of the Roman Empire, and Google Earth software, as well as an overhead projector and a computer. Standards: Geography SOL 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. The Objective and Its Purpose:

� With the assistance of the teacher, the students will label Italy, the modern city of Rome, and the Mediterranean Sea on a blank map of Europe

� Given a blank map of the Ancient Roman Empire, the students will identify and label the Roman Baths in modern day England, the Coliseum in Italy, the pyramids in Cairo, Egypt, and the aqueduct in Segovia, Spain

� Given pictures of architectural features of the Ancient Roman Empire, the students will identify which were built by Romans and which were not

� Given several options on a multiple choice quiz, the students will be able to identify the purpose of each of the architectural features discussed in this lesson (Roman Baths, the Coliseum, the pyramids, and aqueducts)

Anticipatory Set: To introduce map skills show the students the Earth on Google Earth. Ask the students to point out the Western Hemisphere and North America. Zoom in and ask them if they know where the United States is. Then ask them to point out the East coast, then where Virginia is along the coast. Zoom in on Virginia and ask the students if they know where Williamsburg is. Once they have located Williamsburg, zoom in and ask them to point out Matthew Whaley Elementary School. Input: In order to get the class comfortable with map skills and with Europe and the Mediterranean region: - Begin by putting up a map of the whole Earth on the overhead projector. Point out the compass rose and explain which way is North, South, East and West. Then point out the Eastern and Western hemispheres. Color in the Roman Empire and the United States and compare their sizes. Point out modern day Italy and Florida and compare their sizes. - Next, put up a blank map of the Ancient Roman Empire on the overhead projector. Point out the country of Italy and the modern day city of Rome. Compare the size of modern Rome to the Roman Empire. Explain what an empire is (see content/background knowledge) - Then discuss four major architectural features of the Roman Empire – the Roman Baths to the North, the Pyramids to the South, the Coliseum to the East, and the aqueduct to the West. Explain each feature’s purpose when introducing it (i.e. the Roman baths were built by the Romans for many reasons – to bathe, to socialize, and also to honor many gods, particularly Sulis Minerva, a British-Roman goddess associated with the protection of family; for the purpose of the rest of the features see content/background knowledge). Point out the difference between the pyramids (built by Ancient Egyptians and then overtaken by Romans) and the other three architectural features, which were built by Romans.

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Check for Understanding: Turn off the projector. Draw a compass rose on the board and call on students to label the four points. Ask them which hemisphere Rome is in and which the United States is in. Ask them what empire is and then ask them what the purposes were for each of the four architectural features. This review should help students with their guided and independent practice. Guided Practice: Hand out blank maps of the Roman Empire to each student and place the same map on the overhead. Point out the compass rose and demonstrate how to label the map by labeling the Mediterranean Sea, Italy, and the modern day city of Rome. Have them follow along with you on their own maps. Draw their attention to the four points where the architectural features will go. Discuss which is the northernmost point, which the easternmost, etc. Walk around the room and informally assess students’ progress before allowing them to continue onto independent practice. Independent Practice: On this map the students will be labeling four specific places, already marked 1, 2, 3, and 4 (one where the Roman Baths are in England, one where the Coliseum is in Rome, one where the aqueduct in Segovia is and one where the Great Pyramids are in Egypt). Pass out labels for the students to put on their maps (one for each of the architectural features) and instruct them to place the architectural features where they belong, keeping in mind the history and purpose of each of these structures. Closure: Collect student maps. Go over any questions students may have. Discuss the impact Romans had on their environment (i.e. How did the Romans change the land they took over?) Evaluation:

Formative - Students’ answers to questions asked during instructional input, modeling, and checking for understanding Summative - Maps completed by the students; multiple choice question(s)

Content/Background information: The modern day city of Rome is located in central-western Italy. Ancient Rome, the study of this unit, spanned many countries and a couple different continents during the pinnacle of its empire. The Ancient Roman Empire took up modern day Great Britain, much of Europe, and swept across into Northwestern Asia and the northernmost part of Africa, essentially surrounding the Mediterranean Sea. What is left of the Roman Coliseum is located in modern day Rome, Italy. The Coliseum was an amphitheater built for Roman games, and is particularly remembered for gladiatorial games. It is a large circular shape, and has five floors of stands in which Roman citizens watched sports. Two of the main architectural features of the Coliseum are the rounded arches and the columns visible on each level from outside the Coliseum. (pages 118-119, Constable) The Roman Baths are located in Bath, England. The Roman baths were built by the Romans for many reasons – to bathe, to socialize, and also to honor many gods, particularly Sulis Minerva, a British-Roman goddess associated with the protection of family. They are made up of three main pieces: the Sacred Spring, the Roman Temple, and the Roman bath house. Like many other buildings throughout Ancient Rome, Romans used many columns in the architecture of the Roman Baths (Roman Baths at Bath).

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The Pyramids of Giza are located in Cairo, Egypt. They were built over 4,000 years ago, in the third and fourth dynasties. They were built to be the tombs for Pharaoh Khufu and his sons (MNSU EMuseum and Millmore 1997). Aqueducts were used throughout the Roman Empire to carry water from natural sources into populated areas. The aqueduct in Segovia, Spain was built sometime between the end of the 1st century and the beginning of the 2nd century A.D., during the reign of Emperor Trajan. It was constructed to carry water from a river in the nearby mountains to the city of Segovia, and still functions today, although it has been modernized some. The aqueduct is made up of approximately 165 arches and is almost ten miles long (Schram and Passchier, Segovia aqueduct). According to Merriam-Webster’s online student dictionary, an empire is “a major political unit with a large territory or a number of territories or peoples under one ruler with total authority” and “the territory of such a unit.” The students will already have learned about the history of Ancient Rome and what the Roman Empire was, but this definition should help them firm up the idea (Merriam-Webster’s Student Dictionary). The definition of arches and columns will come from exposing the students to pictorial examples of each.

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Activity Worksheet Name ______________ Date ________

First color the Roman Empire and make a key. Then label:

- The Mediterranean Sea - Modern day Italy - Modern day Rome - The Roman Baths in Bath, England - The Aqueduct in Segovia, Spain - The Coliseum in Rome, Italy - The Pyramids in Cairo, Egypt (Use the labels given to label the 4 architectural structures)

Labels:

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Lesson #2 on Ancient Rome: Critical Thinking Applied to the Arts

Context: Audience is a third grade class of 21 students. This lesson is intended to last one hour, and was made for whole group instruction by Kelly Eaton. Standards: National Standards for History for Grades K-4

Content Standard 7A: The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe. Therefore the student is able to analyze the dance, music, and arts of various cultures around the world to draw conclusions about the history, daily life, and beliefs of the people in history. Virginia State Standards for Fine Arts: Visual Arts

SOL 3.2: The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. SOL 3.6: The student will create a functional object that reflects the contributions of Greco- Roman civilizations, as found in artifacts. SOL 3.17: The student will identify how works of art reflect times, places, and cultures. Objectives:

- The student will recognize what a mosaic is, how it is made, and how they were used in the Ancient Roman world.

- The students will analyze and discuss different mosaics from Ancient Roman times after a lesson on Ancient Roman mosaics.

- Given colored woodchips, construction paper, and glue the students will create their own mosaics and will write a paragraph on the meaning of that mosaic.

Materials/Time: a model mosaic, enough construction paper and colored woodchips for each student, glue, one hour Lesson description: Introduction: Ask students what different types of art there are. (Painting, sculpture, drawings, etc.) Ask students how they decorate their walls and floors at home. Explain to students that there are even more types of art, and that the Ancient Roman culture was full of art. One of the types of art forms popular in Ancient Rome was mosaics, and Romans used mosaics to decorate their walls and floors. Content Focus: Explain that mosaics were a popular art form in Ancient Rome, and that Romans used them to decorate their homes. Show them three examples, and talk about the meaning behind them and their function. Show the students each of the mosaics in turn, present the background information (located in the background information section), and ask them the following questions about each: Mosaic 1:

1. Objective: What is this animal? What is it doing? 2. Reflective: Why do you think the animal is posed this way? How does the dog make you

feel? 3. Interpretive: Why do you think the artist made this mosaic? What is its purpose? 4. Decisional: What does this mosaic say about Roman culture? How can you relate to it?

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Mosaic 2: 1. Objective: What designs do you see in this mosaic? How many designs or patterns are

there? 2. Reflective: What stands out to you in this mosaic? 3. Interpretive: Why do you think the artist made this mosaic? What is its purpose? 4. Decisional: How can you relate this mosaic to something in your or a friend’s house?

Mosaic 3: 1. Objective: What are the people in the mosaic doing? How are they dressed? 2. Reflective: What does this mosaic make you think of? What do you notice most about

this scene? 3. Interpretive: Why did the artist create this mosaic? 4. Decisional: How would you describe this scene?

Now the students will make mosaics of their own. Tell them they can make them a story or a scene, they can just be decorative patterns, or they can send a message. Pass out woodchips, glue, and construction paper. After the students make their own, put them into groups of 3 or 4 and instruct them to discuss their mosaics and tell each other why they made them. Closure: Start a discussion of mosaics. Ask if students like or dislike them and why. Ask students how these Ancient Roman mosaics compare to modern floor tile and modern art. Ask students what they think these mosaics say about Roman culture. Ask if they bring out differences from our culture or similarities or both. Ask for a few volunteers to share their mosaics with the class. Assessment: Formative: participation in group discussions, answers to questions about the mosaics Summative: student-made mosaics, multiple choice questions Background Information: Romans adopted the concept of mosaics from Greece, and they became a popular art form in the Roman world beginning in the fifth century B.C. (Conti 2003). Mosaics were, and still are, composed of small, inset bits of glass, stone, or terracotta, and were used to decorate floors, walls, and vaults (Ling 1998). The subject matter of these mosaics ranged from geometric patterns and plant motifs to scenes of war, hunting, and mythological stories and characters (Conti 2003). Mosaic 1: This mosaic is from the entrance to the House of the Tragic Poet in Pompeii. It was made before 79 A.D., and the inscription on it (“Cave Canem”) means “beware of the dog.” Several mosaics similar to this have been found in the ruins of Pompeii. Apparently, the dog pulling at its leash and baring its teeth is supposed to be a warning, “part humorous and part serious” (Ling 1998). It is an Ancient Roman version of modern “Beware of Dog” signs!

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Mosaic 2: This mosaic is from the floor of the Hospitalia of Hadrian’s Villa at Tavoli, and was created between 118 and 121 A.D. This type of geometrical mosaic pattern is called vegetal, which was a popular style during the second and third centuries (Ling 1998).

Mosaic 3: This mosaic is located in the Atrium House at Antioch, and depicts the “judgment of Paris” (the story from Greek mythology in which Paris judges a beauty contest between Hera, Athena, and Aphrodite). Starting from the left is Hermes, the messenger god, giving advice to Paris, the man sitting down to the right of him. Next are Athena, Aphrodite, and Hera, sitting and waiting for Paris’s decision. (Ling 1998).

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Lesson 3: Biography/Civic Engagement

Context: third grade whole group lesson prepared by Kelly Eaton for a class of 21 students Time/Materials: 1 hour, Augustus costume (toga, laurel wreath, gladiator sandals, and a scroll with his script on it), male volunteer, paper and pencils for each student, projection of a map of the Roman Empire Standards: National Standards for History

Content Standard 7A: The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe. Therefore the student is able to: describe significant historical achievements of various cultures. Content Standard 8B: The student understands changes in transportation and their effects. Therefore the student is able to identify and describe the people who have made significant contributions in the field of transportation. National Standards for Civic and Government

Content standard 1A: Students should be able to provide a basic description of government. To achieve this standard, students should be able to describe government in terms of the people and groups who make, apply, and enforce rules and laws for others in their family, school, community, and nation. Objectives: Given a personal speech by Augustus Caesar, the students will be able to:

- identify his greatest strengths and weaknesses as a leader, given a multiple choice quiz - identify his greatest accomplishments - discuss what makes a good leader in the context of Augustus’s life - create his or her own speech based on what they believe a good leader is

Content and Instructional Strategies:

Introduction: This lesson will be the third in a unit on Ancient Rome, so the students will already be familiar with Ancient Roman culture and art, a few key people and ideas, and its location. Briefly review what they have already learned. Begin discussing the many important people of Ancient Rome –begin with Julius Caesar and move on to Augustus. In the middle of the review of Augustus, a knock will come at the door. Answer the door, and feign surprise. Introduce the special guest to the class as Augustus Caesar, the first emperor of Rome! Content Focus: At this point, the guest (Augustus Caesar) will give a speech about his early life, his rise to power, and his many accomplishments as leader of the Roman Empire. Display a map of the Roman Empire on the wall so students have a visual of where all this is taking place while they listen to the guest. Instruct the students to take notes in their Social Studies notebook on what they think are the most important things Augustus says in his speech. Closure: After the guest has left, ask for initial reactions from the students. What did they think of Augustus? Now explain that Augustus was a great leader who did a lot of good for Rome, but that he had many faults as well. Ask the students if they picked up on any flaws. They probably didn’t because Augustus’s speech is biased. Explain to the class what bias is. Now explain that Augustus was power-hungry and manipulative. For example, part of the reason Augustus restored many Roman temples and commissioned Virgil to write stories of Roman mythology

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was to foster a spirit of Roman pride in order to keep the Roman people from overthrowing him. Also, even though he was an emperor with supreme power, he still kept up the pretense that he was an elected consul, and he was careful to steer clear of “all honors and powers associated with royalty” (Baker 1998). This doesn’t mean he was a bad person, but it is important to be aware of his flaws as well has his successes. Now ask the students to brainstorm what they would do to help Matthew Whaley Elementary School if they became principal. What would they want to change? Would they impose new rules or take away old rules? Instruct them to write a speech as if they have ruled the school for a number of years. What will they have done to make it a better place? Assessment: Formative: Student focus during lesson and narrative, as well as questions and answers in post-narrative discussion. Summative: notes in Social Studies journal on the life of Augustus, written speech, multiple choice quiz Key Concepts/Vocabulary/Definitions: Republic: a government in which supreme power belongs to the citizens through their right to vote Consul: the title of the two chief magistrates of ancient Rome Triumvirate: a government by three people who share authority and responsibility Empire: A major political unit with a large territory or a number of territories or peoples under one ruler with total authority (definitions retrieved from Merriam-Webster’s online student dictionary)

Content/Background Information: Julius Caesar: Augustus’s great-uncle, a member of the first triumvirate, and a powerful Roman leader who was essentially a dictator or king by the time he was killed in 31 BC (Conti 2003) Virgil’s Aeneid: A poem written during the reign of Augustus to celebrate Roman culture and Julius Caesar’s heritage and legacy, which tells the mythological story of Aeneas, a founder of Rome. It contains political propaganda such as justification for Rome’s conflict with Carthage (in the story there is a Carthaginian queen named Dido) and the legitimization of the continuation of Julius Caesar’s line through Augustus (Conti 2003). - Part of the reason Augustus restored many Roman temples and commissioned Virgil to write stories of Roman mythology was to foster a spirit of Roman pride in order to keep the Roman people from overthrowing him. Also, even though he was an emperor with supreme power, he still kept up the pretense that he was an elected consul, and he was careful to steer clear of “all honors and powers associated with royalty” (Baker 1998). Yet he was, in reality, a powerful emperor, and the citizens of Rome had no control over him, even though they still went through the formality of voting, because he used his influence to ensure his election (Baker 1998). - See key concepts and the transcript of the Augustus Caesar speech for the rest of the background information.

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Augustus Caesar Speech Hello, class, my name is Augustus, and I’m the emperor of the great Roman Empire. However, my name wasn’t always Augustus and I didn’t start out as an emperor. I was born on September 23rd in the year 63 B.C. with the name Gaius Octavius. My father, a Roman senator, died when I was four years old. My mother was named Atia, and through her I am related to the late Julius Caesar, whom your teacher assured me you have learned at least a little about. Just in case you’ve forgotten, Julius Caesar was a powerful Roman ruler who changed the way Roman government was run. He was also my great-uncle, and because I didn’t have a father, and he didn’t have a son, he treated me like a son and brought me along on military campaigns starting when I was just 16 years old. At the age of 18, I was out of the country and found out he had been assassinated, and was surprised to hear that he had adopted me and named me his heir. However, since Rome was still technically a republic, this was the first time a Roman ruler had named an heir, and a lot of people didn’t think I should be Rome’s next ruler. Mark Antony, my great-uncle’s co-consul, contested the inheritance and took Caesar’s inheritance for himself. I’m sure you can understand why I was upset. I knew I was the rightful ruler, and I felt it was my duty to regain what my uncle had wanted me to have. I set out to challenge Mark Antony and take control of the power my great-uncle had bestowed upon me in his death. With the support of an important statesman named Cicero, the Senate allowed me to become a senator despite my youth (I was only 18). As my power and influence began to grow, the senate became scared of me and I turned to my former enemy, Mark Antony, to form an alliance. Together with Lepidus we formed what is now called the Second Triumvirate and used military power to seize control of Rome. The three of us split up the Roman Empire and each ruled a section, but we each wanted more power than we had. In 32 BC I defeated Lepidus, and the following year I defeated Antony as well. In 31 BC, I became the sole ruler of Rome, and the first Roman emperor. I accomplished a lot while I was emperor of Rome. I take my greatest pride not in my many military victories, but in the good I did for the Roman Empire. To begin with, I created order over all the empire. I built an organized network of roads to help communication move more quickly from one end of the empire to the other. For the first time, Rome’s many provinces are connected, making it easier for military troops to move freely throughout the empire. I also built aqueducts and established a navy to patrol the Mediterranean and keep our enemies out. I also encouraged the arts in Roman culture, particularly literature and architecture. During my reign as emperor, famous writers such as Horace, Virgil, and Livy flourished and wrote some of the most famous literature of all time, such as Virgil’s Aeneid. I also built many important structures throughout the empire, some of which are still standing today. I built the Roman Forum, the Theater of Marcellus, the Temple of Apollo, and many other important civic and religious buildings. I don’t just want Rome’s economy to flourish; I want its culture and arts to flourish as well. I pride myself on the fact that I found Rome a city of brick, and left it a city of marble. What I am most proud of, however, is the peace that existed throughout Rome during my reign. In fact, the time during which I was emperor of Rome is known as Pax Romana, which is Latin for “Roman Peace.” I imposed strict law and order over the whole empire, delegating jobs I knew I wasn’t good at. For instance, I left most of the military strategies and planning to my trusted advisor Agrippa because I am not as good a military commander as I am a leader. Leaving Agrippa to tend to military matters, I worked on making new roads and building new temples, and I even tried to rid the Senate of corrupt senators. For the first time in a very long

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time, there were no civil wars in Rome, and because of that the culture and economy flourished, and, most importantly, the Roman people were happy.

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Lesson #4: Inquiry Topic: Ancient Rome Theme/Concept: Roman architecture Grade level: 3 Number of Students: 21 Lesson length: 2 Class Periods (total, 1.5 hours) Space: whole group with small group work Standards:

National Standards for History K-4 Standard 7A: The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe. Therefore the student is able to: Describe the significant historical achievements of various cultures of the world. Virginia SOL Standards 3.1: The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government, and sports. Objectives:

- Given sugar cubes (and peanut butter), the students will work together in small groups to construct an arch.

- Given the website links, books, and articles, the students will ask questions about Roman architecture, and answer them by doing independent research.

- The students will work together to research Roman architecture. - Given the lesson and sources provided, the students will come to understand the impact

Ancient Romans have had on architecture. - The students will be able to recall and describe common features of Roman architecture.

Materials: laptops (checked out from computer lab), four class computers, internet, books on Ancient Rome (with post-it notes marking graphics or paragraphs that may be of particular interest to students), article on preservation, research sheets for each student, list of internet resources for each student, class encyclopedias as backup if the internet is for some reason not working Lesson Description: Introduction

Put the students into small groups of 3 or 4, depending on how many students are present that day. Show the students a picture of the coliseum and point out the arches. Show a zoomed in picture of an arch. Now pass out about 20 sugar cubes to each group. Tell them that their goal is to construct an arch (draw an example on the board), and that this will be a competition to build the tallest and sturdiest arch. There will be a small prize for the teams that win each of these categories. (If the students are having a hard time, pass out small cups of peanut butter to each group and tell them to figure out how to use it to construct better arches.) Explain to the students that the arch is one of the most important features of Ancient Roman architecture. Ask the students a question such as, “Now that you’ve tried building an arch yourself, do you have any questions about how or why they built such complicated structures in Ancient Rome?” Write two or three of their questions on the board. Then explain that they are now going to do independent research. Content Focus

Pass out research sheets to each student, and give them a quick run down of the sources at their disposal. Put a list of internet sites on the document camera, each with a short description of what students can find on that site. Point out the eyewitness book and other kids’ books on Rome, as well as the articles on the preservation. Instruct students to write down 2-3 questions

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they have about Roman architecture. Then tell them to choose a source in order to find answers to their questions. Day 2: Once they have answered their independent questions (which will probably take until the end of the first class period) they are to reconvene in their small groups and share with one another what they have learned. Together, they should come up with 2 or 3 more questions, and work together to find the answers to them. To expedite this process, give each group the choice of one laptop or 2 books. One student should be appointed head researcher (who will skim the websites – you will need two co-head researchers if they are using books), one head scribe to write down the answers they find, one will be in charge of choosing which website or book to use, and one will present the results to the class. (If there are only three people in a certain group, one student will be in charge of the last two jobs.) Then the students should compile the research they have, and choose what to present to the whole class. Closure

To conclude, have one student from each group come up and present one of their questions, and the information they found which answered it. Evaluation Formative: questions asked during introduction, observation of focus and contribution during small groups and the introduction Summative: research sheet from each student, essay question Background Information/Resources: http://www.historyforkids.org/learn/romans/architecture/romarch.htm

- This link has information on Ancient Rome’s three most important contributions to architecture: the arch, the baked brick, and concrete. It also contains information on the early foundations of Roman architecture and the architectural contributions of different Roman emperors.

http://www.roman-colosseum.info/roman-architecture/ancient-roman-architecture.htm - This webpage includes information on: building materials and labor, concrete,

history, and a list of many important Roman buildings and structures http://videos.howstuffworks.com/science-channel/29209-what-the-ancients-knew-roman-architecture-video.htm

- Video about the arch and vault, which shows the coliseum; “without the arch, there could’ve been no Rome.”

http://www.academickids.com/encyclopedia/index.php/Pantheon_Rome - Basic info about the Pantheon (i.e. when it was built, where, and by whom)

http://ezinearticles.com/?Roman-Architecture&id=405870 - This webpage gives information on Greece’s influence on Roman architecture, as

well as a brief description of the Coliseum, and the development of concrete. http://www.historyforkids.org/learn/romans/architecture/colosseum.htm

- This webpage contains information on the Roman Coliseum: when it was built, why it was built, etc.

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Name ______________________

Research on Roman Architecture Part I: List 2 or 3 questions you have about Roman architecture as a whole. 1. 2. 3. Now choose an internet source, a book, or an article to try to find the answers to your questions. (Your teacher will explain these to you, so make sure you’re paying attention!) Write the sources you use below. Beneath the source write out the answers you found to your questions. 1. 2. Part II: Meet with the small group your teacher assigned. Discuss what you have all found out in your research. Now you have to options: work together to come up with two more questions, or choose one specific building or two architectural features to research. Write down what you discussed in your group meting: If you chose a specific building or architectural feature, fill it in here:

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Now write down the questions you are planning to research: 1. 2. 3. Choose 1 or 2 sources. Write them in here. Beneath the sources, fill in the answers you found to your questions. 1. 2.

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Name _____Kelly____________

Research on Roman Architecture Part I: List 2 or 3 questions you have about Roman architecture as a whole.

1. What types of materials did they use to make their buildings?

2. What is the most famous Roman building?

3. Who decided to build the buildings?

Now choose an internet source, a book, or an article to try to find the answers to your questions. (Your teacher will explain these to you, so make sure you’re paying attention!) Write the sources you use below. Beneath the source write out the answers you found to your questions.

1. Eyewitness: Ancient Rome by Simon James

In this book I found out that Romans used concrete and fired bricks to make their buildings.

They invented concrete by mixing pozzolana with rubble.

2. Exploring Ancient Rome by Elaine Landau

I couldn’t find a source that said there is a most famous building. However, according to this

book, the Colosseum is the most famous amphitheater built by Romans. It was made in the

year 80 A.D. and it could seat fifty thousand people! This book also says that the

Pantheon is a really famous building. It was built in 126 A.D. and it was built to honor the

gods.

3. The Pantheon by Lesley A. Dutemple

According to this book, Roman emperors were in charge of building new buildings. It was the

emperor’s responsibility to use his own money to build at least one new building, and

sometimes emperors would build new buildings and monuments when they won battles. They

also sometimes built new buildings like theaters and stadiums to keep Roman citizens happy.

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Part II: Meet with the small group your teacher assigned. Discuss what you have all found out in your research. Now you have to options: work together to come up with two more questions, or choose one specific building or two architectural features to research. Write down what you discussed in your group meeting:

We all learned about concrete. Sammy learned a lot about arches, and Courtney learned

about the Coliseum and columns. Neither of them knew that emperors were in charge of

building new buildings! When they did their individual research they both used laptops so for

our group research we’re going to use books. If you chose a specific building or architectural feature, fill it in here:

The Pantheon Now write down the questions you are planning to research:

1. Which emperor built the Pantheon?

2. What material is the Pantheon made out of?

3. Why was the Pantheon built? Choose 1 or 2 sources. Write them in here. Beneath the sources, fill in the answers you found to your questions.

1. The Pantheon by Lesley A. Dutemple

- It was built by Emperor Hadrian in 128 A.D.

- Hadrian built the emperor because he wanted everyone to think that the gods protected

the Roman Empire. He also wanted everyone to know how powerful his empire was.

- The Pantheon was made mostly with brick walls, filled with concrete. They also use marble

for the columns and to decorate the inside of the building. To make the vaults inside, they

used wood as a mold. They used a lot of different materials to build the Pantheon. 2.

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Examples of student-created arches: Attempt 1:

Attempt 2:

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Attempt 3:

Attempt 4 (using peanut butter):

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Name _____________________

Rome Unit: Multiple Choice Post-test

1. Match the following architectural structures with their picture by placing the appropriate letter in the blank: a. The Coliseum b. The Roman Baths c. The Pyramids d. The Aqueduct

___c__ ____b__

___d___ ___a___ 2. The United States is located in the __Western__ hemisphere. Ancient Rome was located in the _Eastern___ hemisphere. 3. Which of the following architectural features was not built by the Romans?

a. The Coliseum b. The Roman Baths c. The Pyramids d. The Aqueduct

4. Compared to modern day Rome, the Roman Empire was: a. much larger b. about the same size c. much smaller

5. Why was the aqueduct in Spain built? a. to be the tomb of a Roman emperor b. so Romans could watch gladiatorial games c. to carry water into the city d. as a place to take baths and meet with friends 6. The Romans adopted mosaics from __________ culture. a. Egyptian b. Greek c. British d. Japanese

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7. Mosaics are usually made from: a. small metal pieces b. bits of concrete and plastic c. small pieces of glass, stone, or terracotta d. sand and large rocks 8. Where did Ancient Romans usually put mosaics? a. on their walls and floors b. on their outdoor patios c. in museums 9. How was Augustus related to Julius Caesar? a. He was his brother and his best friend b. He was his grand-nephew and his adopted son c. He was his best friend and his adopted son d. He was his brother and his nephew 10. Augustus became a Roman senator when he was:

a. 12 years old b. 25 years old c. 18 years old d. 10 years old

11. What did Augustus not accomplish during his reign as emperor? a. He built a new, organized network of roads b. He restored Roman temples and built new civic and religious buildings c. He established order and created a time of peace d. He created a brand new religion.

12. What did Augustus recognize to be one of his major weaknesses? a. His effectiveness as a military leader b. His desire for power c. His love for art, literature, and architecture

13. Which of the following is true of Augustus, but is something he did not mention in his speech? a. He was a great leader who created peace throughout his empire b. He was a power-hungry and manipulative leader c. His most trusted advisor was named Agrippa d. He was Julius Caesar’s chosen heir

*Bonus Question: Which of the three mosaics was your favorite? Why? __Example: My favorite mosaic was the one of the dog. I thought it was funny that they__

_had beware dog signs so long ago!__________________________________________ ________________________________________________________________________

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Essay question: Given the research you have done, describe two common features of Roman architecture. (Make sure to include examples of where and how they are used.) Then explain one contribution Ancient Rome made to architecture (including any buildings you researched). Rubric: This essay is scored out of 6 points. (1 point for each common feature they mention, 1 point for each description of the common features, 1 point for the contribution, 1 point for the explanation of that contribution)

Emperor (6 points) Senator (4 points) Plebeian (2 points)

• The student gives two legitimate common features (i.e. arch, vault or column) • The student thoroughly describes these features, and gives examples of where and how they are used • The student gives one example of contributions the Romans made to architecture (i.e. concrete, baked bricks, or any of the buildings they researched such as the Coliseum, the Pantheon, or the Roman Forum) and explains it satisfactorily

• The student gives two legitimate common features, but fails to thoroughly describe these features, and doesn’t give examples of where and how they are used OR the student gives one feature, thoroughly describes it, and gives examples of where and how it is used • The student gives one contribution the Romans made to architecture, but does not thoroughly explain it

• The student gives one feature, and fails to thoroughly describe this feature or give examples of where and how it is used • The student gives one contribution the Romans made to architecture, but does not explain it at all

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Resources Books

Baker, R and C. (1998). Ancient Romans: Expanding the classical tradition. New York, NY:

Oxford University Press, Inc..

Constable, N. (2003). Historical atlas of Ancient Rome. New York, NY: Thalamus Publishing.

Conti, F. (2002). A profile of Ancient Rome. Los Angeles, CA: Getty Publications.

Dutemple, L. (2003). The Pantheon. Lerner Publications Company.

Garland, R. (2003). Julius Caesar. Great Britain: Bristol Phoenix Press.

James, S. (1990). Ancient Rome. London, UK: Alfred A. Knopf, Inc..

James, S. (1990). Eyewitness: Ancient Rome. DK Publishing.

James, S. (1992). Ancient Rome. Reed International Books Ltd.

Kamm, A. (1995). TheRomans: An introduction. New York, NY: Routledge

Landau, E. (1999). Exploring Ancient Rome with Elaine Landau. Enslow Publishers, Inc.

Ling, R. (1998). Ancient Mosaics. London, UK: British Museum Press.

Nardo, D. (1998). The collapse of the Roman Republic. San Diego, CA: Lucent Books, Inc..

Nardo, D. (1998). The decline and fall of the Roman Empire. San Diego, CA: Lucent Books,

Inc..

Nardo, D. (2000). Games of Ancient Rome. San Diego, CA: Lucent Books, Inc..

Nardo, D. (2002). Roman amphitheaters. Scholastic Library Publishing.

Parenti, M (2003). The assassination of Julius Caesar. New York, NY: The New Press..

Pike, E (1966). Republican Rome. New York, NY: The John Day Company, Inc..

Woolf, G (Ed.). (2003). Roman world. Cambridge, UK: The Ivy Press Ltd.

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Internet

(n.d.). A brief history of Rome. Retrieved September 29, 2009, from

http://www.roman-empire.net/children/history.html

(1998-2009). What the Ancients knew: roman architecture. How Stuff Works, Retrieved from

http://videos.howstuffworks.com/science-channel/29209-what-the-ancients-knew-roman-

architecture-video.htm

(2007). In Merriam-Webster’s Student Dictionary. Retrieved October 6, 2009, from

http://www.wordcentral.com/cgi-bin/student?book=Student&va=empire

(2007). In Merriam-Webster’s Student Dictionary. Retrieved October 6, 2009, from

http://www.wordcentral.com/.

(2009). Pantheon Rome. Academic kids encyclopedia. Retrieved (2009, November 5) from

http://www.academickids.com/encyclopedia/index.php/Pantheon_Rome

(2008). Ancient roman architecture. Retrieved from http://www.roman-colosseum.info/roman-

architecture/ancient-roman-architecture.htm

Annely, K. (2007, January 5). Roman Architecture. Retrieved November 5, 2009, from

http://ezinearticles.com/?Roman-Architecture&id=405870

Bath and North East Somerset Council. Roman Baths at Bath. Retrieved October 6, 2009, from

http://www.romanbaths.co.uk/default.aspx

Carr, K. (1998). Roman colosseum. Retrieved from

http://www.historyforkids.org/learn/romans/architecture/colosseum.htm

Carr, K. (1998-2009). Roman architecture. Retrieved from

http://www.historyforkids.org/learn/romans/architecture/romarch.htm

Fagan, G. (1999). Augustus (31 b.c. - 14 a.d.). Retrieved from http://www.roman-

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emperors.org/auggie.htm

Gill, N.S. (n.d.). Livia - Empress of Rome. Retrieved September 28, 2009, from

http://ancienthistory.about.com/od/liviadrusilla/g/Livia.htm

Hurley, D. (1999). Livia (Wife of Augustus). Retrieved September 28, 2009, from

http://www.roman-emperors.org/livia.htm

Millmore, M. (1997). The pyramids of Giza. Retrieved October 6, 2009, from

http://www.discoveringegypt.com/pyramid3.htm

MNSU EMuseum. The pyramids of Giza. Retrieved October 6, 2009, from

http://www.mnsu.edu/emuseum/prehistory/egypt/architecture/gizapyramids.html

Presse-Agentur, D. (2001, June 29). Rome colosseum being restored for wider public viewing.

National Geographic, Retrieved from

http://news.nationalgeographic.com/news/2001/06/0625_wirecoliseum.html (printed out)

Schram, W. and Passchier, C. (2004). Roman aqueducts. Retrieved October 6, 2009, from

http://www.romanaqueducts.info/aquasite/segovia/index.html

Segovia aqueduct. (2009). In Encyclopedia Brittanica. Retrieved October 6, 2009, from

http://www.britannica.com/EBchecked/topic/532708/Segovia-aqueduct

** Blank map retrieved October 6, 2009, from: http://history.berkeley.edu/faculty/

Adamthwaite/H5/europeblank.gif

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Appendix A Historical Narrative: Social Studies Standards of Learning for Virginia

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.

National Social Studies Standards

Content Standard 1B: The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. Content Standard 7A: The student understands the cultures and historical developments ofselected societies in such places as Africa, the Americas, Asia, and Europe. Therefore the student is able to

a) Describe life in urban areas and communities of various cultures of the world at various times in their history. b) Describe significant historical achievements of various cultures of the world.

National Council for the Social Studies

Theme II: Time, Continuity, and Change: The learner will understand:

- that historical events occur in times that differed from our own, but often having lasting consequences in the future.

- Key concepts such as past, present, future, similarity, and change Theme V: Individual, Groups, and Institutions The learner will understand:

- the impact of families, schools, religious organizations, government agencies… and civic groups

Map/Globe Skills Lesson: Geography SOL 3.4: The student will develop map skills by

d) locating Greece, Rome, and West Africa e) describing the physical and human characteristics of Greece, Rome, and West Africa; f) explaining how the people of Greece, Rome, and West Africa adapted to and/or

changed their environment to meet their needs. Artforms Lesson: National Standards for History for Grades K-4

Content Standard 7A: The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe. Therefore the student is able to analyze the dance, music, and arts of various cultures around the world to draw conclusions about the history, daily life, and beliefs of the people in history.

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Virginia State Standards for Fine Arts: Visual Arts

SOL 3.2: The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. SOL 3.6: The student will create a functional object that reflects the contributions of Greco- Roman civilizations, as found in artifacts. SOL 3.17: The student will identify how works of art reflect times, places, and cultures. Biography/Civic Engagement Lesson: National Standards for History

Content Standard 7A: The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe. Therefore the student is able to: describe significant historical achievements of various cultures. Content Standard 8B: The student understands changes in transportation and their effects. Therefore the student is able to identify and describe the people who have made significant contributions in the field of transportation. National Standards for Civic and Government

Content standard 1A: Students should be able to provide a basic description of government. To achieve this standard, students should be able to describe government in terms of the people and groups who make, apply, and enforce rules and laws for others in their family, school, community, and nation. Inquiry Lesson: National Standards for History K-4

Standard 7A: The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe. Therefore the student is able to: Describe the significant historical achievements of various cultures of the world. Virginia SOL Standards

3.1: The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government, and sports.

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Expenses: Construction paper: $3.00 Sugar cubes: $1.50 Printing: $5.00 Glue: $1.50 I intentionally kept this unit relatively cheap by using objects I already had (i.e. a sheet for a toga, books from the library, etc.) If your library does not have these specific books, you could swap them out for different books that cover the same topics.