Ancient Rome Culture Kit1 - College of William & Mary

Ancient Rome

Jennifer Campbell Angel Holloway Kyra Kaylor Sarah Romers Becca Ruel

Education E‐05/405 Culture Kit Professor McEachron

Fall 2007

Component Preparers Historical Narrative All Lesson #1 Kyra Lesson #2 Jennifer & Becca Lesson #3 Sarah Lesson #4 Angel Artifact #1 Jennifer & Becca Artifact #2 Sarah Artifact #3 Kyra Artifact #4 Angel Bibliography Sarah Expenses Becca Compilation Kyra

Ancient Rome Culture Kit 2007

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Historical Narrative

Introduction Even though the foundation of Rome lies amongst myths and legends, and the fall of Rome

occurred more than 1600 years ago, there is no denying the cultural, economical, and social greatness

that was once ancient Rome. The United States of America, being a relatively new country with a

foundation of less than 300 years relied on many contributions from other cultures to create what is

now America. Many of these contributions were influenced directly by ancient Roman ideals.

Therefore, understanding the cultural, economical and social contributions of ancient Rome is very

beneficial in obtaining a greater understanding of current American principles, which is why there is a

great emphasis placed on ancient Rome both in Virginia Standards of Learning and through the National

Standards of Learning. See Appendix A for a complete list of state and national standards.

With an emphasis on ancient cultures in the Virginia Standards of Learning, as well as in the

National standards, studying ancient Rome for students in K‐6 is an important area of learning. A focus

on ancient cultures happens in third grade, where students compare contributions of ancient Rome in

relation to architectural, governmental, and sports influences – all of those contributions influencing the

present world, not just the United States. It is beneficial for students to understand that many different

cultures have influenced present day America. Also, it is important that students know ancient Rome

was not simply an influential society, but a truly great civilization, which reigned more that 1600 years

ago, leaving aspects of its culture for many future generations.

Key Ideas and Events There are two main Roman contributions that influenced current societies, and are heavily

emphasized in third grade curriculum: architecture and government. The Romans advanced

architectural designs throughout their time in power. With the foundation of columns and arches, not

only were buildings enhanced, but they also were made into works of art. Two such buildings, which are

the most popular of all the Roman buildings, are the Colosseum and the Pantheon. The Colosseum is


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known for its greatness in size, measuring 144 meters high and seating a capacity of 45,000‐55,000

people. The building is constructed of marble pedestals, each bock weighing over 11,000 pounds. To

say the least, constructing the Colosseum is a feat of itself without taking into account that it is an

architectural masterpiece.

The Pantheon is better known for its architectural and artistic design. Originally built as a

temple for the gods, the Pantheon is a columned temple with a dome ceiling; however, the most

intriguing aspect of this architectural design is the dome shaped ceiling with a circular opening in the

center. Because of its architectural design, rain and/or other methods of precipitation never fall into the

temple. For this fact alone, the Pantheon is a masterpiece which should be appreciated by younger

generations, as the Romans were architecturally well beyond their time.

The other main contribution of the Romans, which greatly benefitted the United States as well

as many other countries, is that of government. The Romans were governed under a Republic, a form

of government that spreads power across different groups – in this case, the consuls, the senate, and

the plebeians. Even though the Roman civilization flourished over 16oo years ago, the advancement of

their society in terms of government was highly unique and gave Romans a truly lasting impression on

the present day world.

Besides architecture and government, there is another very important influence which has

remained a very significant contribution throughout the centuries, and that is literature. Roman

literature has survived throughout decades of war, government changes, and years of wear and tear;

however, it is not simply important that literature from the 7th century B.C.E. survived, but that the

Roman literature is how Roman history was passed down from generation to generation. For this

reason, it is very beneficial for students to be introduced to a great epic such as Vergil’s The Aeneid. The

Aeneid brings myths and legends together in an epic story depicting one account of the foundation of


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Rome. As there is no definitive account of the foundation of Rome, Roman literature can give students a

good look at how history is often times constructed through such things as literature.

Men, Women, Youth & Children Roman society was a complex society which was extremely stratified, creating an environment

where people were not treated equally (Gill, 2007). There were a variety of classes including: slave,

freedmen, plebeian, equestrian and patrician. Slaves entered the system through a variety of ways.

Many became a slave because they were abandoned at birth, their mother was a slave, or through

warfare. Sometimes, the father of the family would sell his dependent into slavery to make money. In

Roman society there were landowner, state, and domestic slaves. Some of the slaves became very

specialized and were able to earn enough money to buy their freedom. All of the slaves were treated

differently depending on their owner or master. Slaves working in agriculture, mining and factories

typically had the most brutal treatment; they were branded, wore inscribed colors, and they worked in

chain gangs and were locked away at night (Gill, 2007). Freedmen, or liberintus, were slaves who

recently received their freedom. A slave could only become free if he was of age, and if his master was a

Roman citizen who formally freed him through a ceremony. The master became the freedmen’s patron

and the freedmen received the name of his master’s family (Gill, 2007).

The lower class of ancient Rome was called the plebeians. The plebeians were part of the

population whose origin was among the conquered Latins. They were not able to be part of the Senate,

but with time they were able to gain wealth and power. The next class in Roman society was the

equestrians, which were wealthy roman horsemen and knights. Originally the equites were a part of the

Roman army, but over time they lost their prominence. During this time they still voted first in the

comitia and when the army began to receive pay they received three times the amount of the regular

troops (Gill, 2007). The patricians were the upper class of Rome who was originally related to the heads

of the families of the old tribes of Rome. The patricians also eventually lost their power (Gill, 2007).


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Men, women and children, also played a vital role in ancient Roman society. There was not a

high regard for Roman women. Roman women only left their homes to go shopping, to go the baths or

to go visit friends and relatives. On special occasions Roman women would join their husbands at

banquets. Roman women were also not allowed to sing or dance until imperial times when boys and

girls began to take dance classes. They also had no part in Roman politics; they could not vote or be a

witness in court and she could not possess her own things. In the early part of the Empire Roman

women could not divorce their husband, even if they were intimate with another woman, but Roman

men could murder their adulterating wives and lovers. Roman women were always dependent or

attached to someone else; as a child they were dependent on their father, and as a married woman to

their husband and even as a widow they were dependent on a tutor (SPQR, 1999).

Roman children were born at home with a midwife and other female relatives; no males were

ever present. Nine days after birth the baby was given a name at a ceremony of lustratio. Since children

legally belonged to their father he had the right to deny if the child will be reared or not. Sometimes

they would deny a child to keep family numbers low, if they were in poverty, or if the child was

deformed. These children could be killed or sold. After a divorce the child would go to the father and

illegitimates took another name and received no rights (SPQR, 1999). Fathers taught their sons how to

read, write and use weapons. The fathers would also take their sons to religious ceremonies and public

occasions. Once children of nobility reached the age of 16 they would receive a political apprenticeship

and at age 17 they would spend a year with the army. In the beginning of the 3rd century BC a roman

system of education developed where the children studied Greek and Latin literature. At the primary

level, ages 7‐11, the children learned reading, writing and arithmetic. At the secondary level, ages 13‐

15, learning was based on the teaching of literary subjects in Latin and Greek. Beginning in 2nd century

BC, rhetoric was taught to males over the age of 16 (SPQR, 1999).


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A well known man of ancient Rome was Spartacus, who was born in 120BC and was the leader

in an unsuccessful slave uprising. In 73BC he broke out of a gladiator’s school and fled to Mt. Vesuvius

to begin a war against the Roman Republic. His army defeated multiple forces and devastated Southern

Italy and continued to move north. This uprising was named the Third Servile War and was known for

being the struggle of oppressed people. Spartacus was killed in war in 71BC (Infoplease, 2007).

Another famous ancient Roman was Julius Caesar. Caesar was born in Rome in 100BC to a

member of a noble patrician family. He traveled to Rhodes to study under Greek orator Apollonius

Molon. During his trip he was captured by pirates, but was later freed and in return killed the men who

kidnapped him. In 73BC Caesar became a priest, allowing him to become involved in state affairs and in

65BC he was given the title Curule Aedile, making him responsible for maintaining buildings and

organizing festivals. During his time Caesar was also granted to governship of Farther Spain and also

approved to be a consul. In 58BC Caesar fought a nine year long war and gained wealth and a large

army. In summer 49BC Caesar was elected consul and dictator of Rome, which gave him the power to

reorganize the system of government. One of Caesar’s largest accomplishments was settling the

problem of the Roman calendar, which was always ahead of the solar year. A version of this system is

the calendar system we use today. During his rule Caesar gained supreme power by taking all power

from any other officials and creating a dictatorship. This greatly angered former associates of Caesar

and on March 15, 44BC Caesar was stabbed to death at the Senate on March (Matthews, 1989).

Closing and Legacy In short, even though the Romans flourished over 1600 years ago, they left a lasting impression

on the present world through their cultural, economical, and societal contributions. There are few other

places that a person can see architectural masterpieces such as the Colosseum and the Pantheon, which

were created during a time period of lesser technology. Even though the Roman Empire eventually fell,

the Romans ideas flourished. For example, there are many governments currently in place which are

founded in the Republic ideals set forth by the Romans. Therefore, even though over 1600 years have


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passed since Rome has flourished, their lasting contributions to the present world alone indicate that

ancient Rome is a very important topic which younger generations should be familiar with, and

understand that many American ideals were heavily influenced by ancient Roman culture.


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Appendix A National Social Studies Standards: Civic Ideals and Practices: 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. K‐4 content standard 6: Regional Folklore and Cultural Contributions That Helped to Form Our National Heritage K‐4 content standard 7: Selected Attributes and Historical Developments of Various Societies in Africa, the Americas, Asia, and Europe. National Council for the 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 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. 3.8: The student will recognize the concepts of specialization (being an expert in one job, product, or

service) and interdependence (depending on others) in the production of goods and services (in ancient Greece, Rome, the West African empire of Mali, and in the present).

National Standards of Art Education (Visual Arts): K‐4 content standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas. 3.6 The student will create a functional object that reflects the contributions of Greco‐Roman civilizations, as found in artifacts.

3.13 The student will discuss how history, culture, and the visual arts influence each other.

3.17 The student will identify how works of art reflect times, places, and cultures.


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Lesson #1 ‐ Map Skills Lesson Plan

Context: Lesson plan preparers: Kyra K., Sarah R., Angel H., Jennifer C. & Becca R. Level: 3rd Grade; Topic: Map Skills; Time: 1 hour; Whole group & small group/20 students Standards: 3.4: The student will develop map skills by: ‐locating Greece, Rome, and West Africa‐ describing physical and human characteristics of Greece, Rome and West Africa 3.1: The student will explain how contributions of ancient Greece and Rome have influenced the present in terms of architecture, government, and sports Objectives:

1. Given the teacher’s model, the students will identify the continent of Europe, the country of Italy, and the city of Rome on a map.

2. Given the teacher’s lesson, the students will compare and contrast Roman architecture to United States buildings.

3. Given the teacher’s demonstration, the students will interpret a classroom map to locate the Roman coliseum.

Resources: Large cut out of Italy; blank maps of the world and Europe for each student; maps of classroom for small

groups; PowerPoint presentation of Rome pictures; transparency/picture of Roman coliseum (Dubois, M. (2004). Ancient Rome. New York: Capstone Press.); overhead projector; computer and screen.

Content and Instructional Strategies: Introduction (anticipatory set): To start out the lesson, there will be a large cut out of boot shaped Italy on the board for all of the students to see. Hand out the world map to each student, and ask each student to identify where Europe is on the map. After they have identified Europe, hand out a second map of just Europe, and ask the students to identify where Italy is located by looking at the boot‐shaped cutout of Italy on the board. After the students have identified where Italy is on the map of Europe, show the students where the city of Rome is located (modeling). Next, the students will refer back to their world map and locate where Italy is on their world map, and also locate the state of Virginia. Prompt students to give some directional cues as to where Rome is as compared to Virginia, such as – How would we get to Rome from Virginia? What direction would we have to go to get from Virginia to Rome? To the right? Left? Up? Down? Content Focus: Students will be shown a Power Point (PP)of pictures of Rome taken by the teacher on recent visit to Rome. The PP will focus on the famous architectural buildings found in Rome, e.g. Roman Coliseum, Pantheon, & Trevi Fountain, (instructional input). After the PP, present the class with a transparency/picture of the Roman coliseum as it looked back in the days of Ancient Rome. Ask: What


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do you think the Roman Coliseum is made out of? How did the Romans build the large building back in those days? After the discussion of Roman architecture, show the students a recent picture of the Empire State building. Ask: What is the Empire State building made out of? How was the building made? After the class discusses the empire state building, ask critical thinking questions such as – Which building‐‐the Roman Coliseum or the Empire State building‐‐took longer to build and why? This will give the students a chance to think more critically of Roman architecture. Finally, the students will get into small groups of 4 or 5 and will be given maps that include Virginia and Italy, with the Roman Coliseum placed on the location of Rome. On overhead, provide guided practice by asking students to provide directions right or left, up or down, specifying number of thumbprints, to go from Virginia to West Virginia and from Virginia to Bermuda in the Atlantic Ocean. Check for understanding by other students by asking them to give thumbs up or thumbs down when selected students are called upon to answer. Ask all students to then write out directions (e.g. right one thumbprint, left two thumbprints, up, down, etc.) in order to navigate how to go from Virginia to the Roman Coliseum in Italy (independent practice). Closure: After the students finish their map activity, bring them back together to review the differences between Roman and U.S. architecture. What were the Roman buildings made out of? What is the Empire State building made out of? What are some of the tools used to help Romans build their buildings? Do you think it was easier or more difficult to build the Empire State building? Would you have rather built the Roman Coliseum or the Empire State building? Why? Assessment: Formative – Small groups: Can groups interpret map to locate Roman Coliseum? Group: Can group describe differences between Roman architecture and U.S. architecture? Summative –Directions of how to get from Virginia to Coliseum in Italy; multiple choice question (attached). Content/Background Information. The continent of Europe is located directly across the Atlantic Ocean from North America, and Italy is located at the bottom of Europe, and is shaped like a boot. The Roman Empire is of great importance to study, as many aspects of Roman culture have been used as the basis for current cultural aspects, particularly that of Roman architecture. Vocabulary: Architecture ‐ the character or style of building; Coliseum ‐ an amphitheater, stadium, large theater, or other special building for public meetings, sporting events, exhibitions, etc.; Empire ‐ a group of nations or peoples ruled over by an emperor, empress, or other powerful leader or government: usually a territory of greater extent than a kingdom.


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Multiple Choice Questions:

1. Which picture illustrates the country of Italy?

A. C.

B. D.

2. The country of Italy is found on which continent? A. Asia B. Africa C. South America D. Europe 3. Which picture below is a picture of the Colosseum?

A.

B.

C.

D.


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4. Approximately, when did the Roman Empire flourish?

A. 21st century B.C.E. – 16th century B.C.E. B. 15th century B.C.E. – 9th century B.C.E. C. 7th century B.C.E – 5st century A.D. D. 9th century A.D. ‐ 15th century A.D.


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Lesson Plan #2‐ Roman Culture and Mythology

Preparers: Becca Ruel, Jennifer Campbell, Sarah Romers, Kyra Kaylor, and Angel Holloway Topic: Roman Oral Tradition Intended Audience: 3rd grade; heterogeneous general education Social Studies class (25 students) Virginia History 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. National Standards for Art Education (Visual Arts)

3.6 The student will create a functional object that reflects the contributions of Greco‐Roman civilizations, as found in artifacts. 3.13 The student will discuss how history, culture, and the visual arts influence each other. 3.17 The student will identify how works of art reflect times, places, and cultures.

Objectives The student will:

1. Analyze an artifact that reflects both Roman artistic and cultural values 2. Identify the importance of Roman mythology and how it reflects the culture and history of Rome 3. Create their own mythological characters and utilize oral tradition to communicate the story

behind their creations

Materials/Time Needed: 1 hour

• Whole class setting: Discussion of artifacts and the qualities, characters, and importance of Roman mythology

o Medusa’s Head‐ artist unknown o Piero Di Cosimo’s Andromeda Saved by Perseus found in the Illustrated Age of Fable o Snake Hair; The Story of Medusa by: Stephanie Spinner

• Small group setting: Creation of mythological creatures and explanation Foam mask template, markers, glue, scissors, feathers, sequins, synthetic hair, colored cotton balls, pipe cleaners, feathers, construction paper, or any other craft materials that would make good facial features

Procedure

Introduction:

Show students Andromeda Saved by Perseus (painting). Who do you think Perseus is? (objective/interpretive) What extraordinary things do you notice about him? (objective) Which character represents Andromeda? (objective/interpretive) Is there anything about this painting that seems out of the ordinary? (reflective) What different emotions are the people in this picture portraying? (interpretive) (Prompt students to pick out the sequential nature of the artwork).

The sculpture of Medusa’s head will be shown to the students and the following questions will be asked: What is it made out of? (objective) Who do you think this is? (objective) What do you notice about the shape of the sculpture? (objective) Inform students that the sculpture is a depiction of Medusa who is a mythological character. Read Snake Hair and explain what a myth is. Following the reading, ask the


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following questions: What kind of character was Medusa and how does she make you feel? (reflective) Why do you think the sculptor decided to make this? (interpretive) Do you think the sculptor did a good job of capturing Medusa’s character? (decisional) Take a second look at Andromeda Saved by Perseus, how have your feelings about the artwork changed? (interpretive)

Content Focus: Guided Practice

What other characters besides Medusa were in the story? (objective) As a class create a list of character roles in mythology (hero, monster, gods). Engage students in a discussion about the role of each of these types of characters in the story. Ask students why and how these characters and stories may have been created. See Background for more details on the importance and etiology of mythology.

Modeling oral communication

Play the Telephone Game with the following sentence: Medusa was so ugly that the sight of her turned people to stone. After the game, debrief with these questions: What happened to the original story? How could we tell the story differently without the use of words? Why do you think they created these creatures? Can you think of characters in books like these creatures?

Art Demonstration

Provide students with a prepared foam mask template, and various materials. Give a hand‐out with instructions about how to create their mythological creature (see attached). Read this description out loud to the class. Each direction will pertain to a certain facial aspect of the creature, but will be vague in nature. The purpose of this is for students to understand how one story can be interpreted or told in several different ways, and how myths evolve from this process.

Closure

Have students share their creature depictions with either a small group or the whole class. Some students may want to make up a story about their creatures.

Background

The key characteristics of Roman mythology appeared thousands of years ago. The Romans ruled a huge empire and gained a lot of ideas from many different cultures. The mythology of the Romans emphasized the founding, history, and heroes of Rome. The poet Virgil linked Roman legends with truths in Rome’s national story. However, after the Romans conquered Greece, their gods became largely connected to those found in Greek mythology. The story of Medusa, a beautiful girl turned into a monster by the goddess Athena, is an example of a myth that became a part of Roman lives during this transition. Andromeda and Perseus, characters discussed in this lesson, were also borrowed from the Greeks and molded into Roman customs. Today we admire the oral tradition of Roman mythology for its amazing ability to influence almost every part of Roman culture and provide Rome with an ancient, famous, and celebrated history.

Assessment

Formative: contributions and insights on the two pieces of artwork, responses to questions about mythological creatures, participation in telephone game activity, explanation of their creature and discussion of the differences between creatures. Summative: Creature project end‐product; multiple choice questions


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Medusa’s Head Artist: Unknown


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Pictures of Andromeda Saved by Perseus


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1. When the first Roman myths were created, how were they spread throughout the empire and passed down from generation to generation?

A. Through oral tradition B. Through story books C. Through radio broadcasts D. Through newspaper

2. Why was mythology an important part of Roman culture?

A. The myths scared their children into behaving. B. The myths were their only entertainment. C. The myths reminded Romans’ of their history and heroes D. The myths reminded them to never look a monster in the face.

3. What happened to people if they looked at Medusa? A. They melted B. They turned to gold C. They froze D. They turned to stone


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Instructions for Creating Your Creature Mask

You must read the directions carefully, and follow exactly what they say. However, the parts of your creature’s face can be made from any material.

1. Your creature must have a third eye, other than the two eyes already cut out in the mask. The third eye can be placed anywhere on the creature’s face.

2. Your creature must have THREE eyelashes on any ONE of the eyes. All three eyelashes DO NOT have to be the made from the same material.

3. Your creature must have a horn. The color of the horn should be your favorite color. The horn can be placed anywhere on the creature’s face.

4. Your creature must have a nose. The nose CANNOT be made out of the same material as the extra eye or the horn. The nose MUST be place right below the eye that has eyelashes.

5. Your creature must have hair. The number of strands of hair = the number of the day you were born. For instance, if you were born on June 14, you’re creature would have 14 strands of hair. Your hair can be made out of any material you choose and all the hair DOES NOT have to be made out of the same material.

Your creature must have 12 freckles. You must have 3 different shapes of freckles. For instance, I might have 7 freckles shaped like the moon, 4 freckles shaped like horseshoes, and 1 freckle shaped like an apple. (7+4+1=12) You can draw these freckles on with markers, and they can be any color you choose. They DO NOT have to be the same color.

References:

Bulfinch, Thomas. The Illustrated Age of Fable. New York: Stewart, Tabori & Chang, 1998.

Campana Relief Fragment: Head of Medusa or Scylla. 100B.C.‐100 A.D. The Muscarelle Museum of Art,

Williamsburg.

Di Cosimo, P. (n.d.). Andromeda Saved by Perseus. Florence.

Spinner, S. (1999). Snake Hair. New York: Grosset & Dunlap, Inc.


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Lesson #3 ‐ Biography Lesson: Julius Caesar

Audience and Space: A 1 hour whole group lesson that will be conducted in a 4th grade classroom of 20 students. Materials: Julius Caesar by Rupert Matthews (Williamsburg Regional Library); 4 printed pictures of Caesar (online); index cards; sentence strip; script and quote from Shakespeare, white sheet, crown of leaves National Social Studies Standards: Civic Ideals and Practices

• 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.

Standards: History and Social Science Standards of Learning in 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.

Objectives:

1. After examining pictures of Caesar and listening to his biography, students will arrange, on a timeline, political and social contributions from his life.

2. After discussing the life of Julius Caesar, volunteers will reenact excerpts from a Shakespeare play, emphasizing a significant event in Roman political history.

Lesson Description:

Introduction: Begin with a review of the famous Roman people that have been discussed so far and followed by an introduction to today’s topic‐‐biography and the life of Julius Caesar. There will be pictures of Caesar on the board for the students to view at this time. Ask students if they know who is in the pictures and to offer information known. Explain that students will be learning about Julius Caesar to gain an understanding of his life and accomplishments and the contributions he made to Roman society.

Content Focus: Drape sheet over shoulders to create the image of wearing a Roman toga and place crown of leaves on head. Acting in first person, read (or memorize) the quote from Shakespeare (see attached quote) to give students a glimpse into the life of Julius Caesar. Key Questions: Does anyone know what this quote has to do with Caesar’s political career? Describe the plot to assassinate Caesar. Explain Caesar’s role in the government, his impact on the Roman Empire and the Roman calendar. Explain that biographical study is one way to examine how individuals have made important contributions to society and, as a means to focus on the contributions of Julius Caesar, students will each be responsible for contributing 1 fact to the timeline of his life. They will be responsible for


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identifying the date and event and labeling a card to tape to the timeline in the proper order. After reading excerpts from Great Lives: Julius Caesar, model how the timeline will be created with a sample timeline card. After each student has completed his/her card they will come to the board and attach his/her card to the proper location on the timeline.

Closure: Provide students with an excerpt of a script of Shakespeare’s play about Julius Caesar. Ask for volunteers to read the various parts and call them to the front of the room. Have students take turns reading their parts. Discuss the language and its meaning where confusing. Close with statement about the greatness of Julius Caesar and how he not only expanded our knowledge of government, the calendar, Roman battles, territory expansion, etc. but also inspired the writings of Shakespeare.

Background Information: Teaching biography allows students to learn about famous or non‐famous people of the past who have contributed to society in some way. Ancient Rome is studied in 3rd grade and as a continuation to that unit this fourth grade class will be exploring the biography of a Roman legend, Julius Caesar. Caesar was born in Rome on July 12, 100 B.C. Caesar was born to a patrician family and received a thorough education. During Caesar’s reign he led the army to many victories and greatly extended the territory of Rome. Julius Caesar led a career in public service and served a time in the military. While going on a journey to receive public speaking training Caesar was captured by pirates and put up for ransom. During this incident, Caesar further proved to the Roman people that he was a determined man. Caesar was also a priest, provided religious festivals, organized gladiator fights, and was a brave soldier. He led a life of many trades and left a large footprint on Ancient Rome. Julius Caesar, “. . . was an undisputed ruler of Rome. . .” and “. . . a politician of superb ability who could right the many wrongs that existed in Roman society.” (Matthews) See attached timeline. Evaluation: Formative Evaluation: The teacher will observe students willingness to participate in discussion and the accuracy of their answers when responding to questions. Summative Evaluation: Note card for timeline and multiple choice question.


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Multiple Choice Questions: 1. What reason best describes why Julius Caesar was assassinated?

A. For attempting to expand Roman territory in Britain. B. He took power from former associates and changed the government to a dictatorship. C. He had a love affair in Egypt with Cleopatra. D. He returned took several warships to sea and captured and executed the pirates that took him

hostage on his voyage to Rhodes. 2. Who assassinated Julius Caesar? A. Brutus B. Antony C. Pompey D. Crassus Pictures of Julius Caesar for Introduction:


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Quote to Be Read in Content Focus The Tragedy of Julius Caesar: Author: William Shakespeare

Act 1 Scene II

CAESAR Would he were fatter! But I fear him not: Yet if my name were liable to fear, I do not know the man I should avoid So soon as that spare Cassius. He reads much; He is a great observer and he looks Quite through the deeds of men: he loves no plays, As thou dost, Antony; he hears no music; Seldom he smiles, and smiles in such a sort As if he mock'd himself and scorn'd his spirit That could be moved to smile at any thing. Such men as he be never at heart's ease Whiles they behold a greater than themselves, And therefore are they very dangerous. I rather tell thee what is to be fear'd Than what I fear; for always I am Caesar. Come on my right hand, for this ear is deaf, And tell me truly what thou think'st of him. http://www.online‐literature.com/shakespeare/julius_caesar/3/


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Timeline of Julius Caesar’s Life: July 12, 100 BC‐ Born in Rome to Gaius Julius Caesar; a member of one of a noble patrician family. 76 BC‐ Caesar traveled to Rhodes to study under Greek orator Apollonius Molon; he was captured by pirates on his voyage, but later freed. 73BC‐ Caesar returned to Rome and reentered politics; became a priest which enabled him to become involved with state affairs. 65 BC‐ Obtained post of Curule Aedile‐ responsible for maintaining buildings within Rome and organizing festivals. 61BC‐ Caesar was granted the governship of the province Farther Spain; during this time he gained his reputation for being a remarkable soldier. 59BC‐ Caesar was approved to be one of the two consuls for the year; with this position he can arrange laws favorable to both Crassus and Pompey. This agreement between the 3 men became known as the Triumvirate. 58BC‐ Caesar went to Gaul, where he fought a nine year‐long war. He gained wealth, a large army, and prestige. He opened up northern Europe for Roman control. 55BC‐ In Britain, two tribes rebelled against Roman control and Caesar defeated them both and killed them all. 55BC Summer‐ Caesar set sail to Britain in search of gaining power because of the rich minerals in Britain. His trip was not a success because part of the fleet lost its way in the sea and the troops that arrived were overwhelmed by the large British army. 52BC‐ A widespread revolt broke out in Cisalpine Gaul under the command of Gallic hero Vercingetorix. Caesar defeated them and sent the commander to prison. January 10, 49BC: Caesar marched his troops to the Rubicon River and decided to cross even though civil war was inevitable. Caesar crossed the river and marched to Rome where more people joined him in raising money and preparing for the war against Pompey. Summer 49BC: Caesar marched to Spain and defeated the Roman army that was loyal to Pompey. He then returned to Rome and was elected consul and dictator of Rome. With this new power he could reorganize the system of government. Spring 48BC: Caesar sailed to Greece to find the armies of Pompey.


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August 9, 48 BC: Caesar’s and Pompey’s army met on the Plain of Pharsalus where Caesar’s army had victory. Pompey’s army lost 15,000 dead and 20,000 captured. Pompey fled to Egypt. October 2, 48BC: Caesar went to search for Pompey in Egypt and on this date he arrived in Alexandria. The Egyptian messengers brought Caesar Pompey’s severed head. Caesar did not want him dead; he just wanted to strip him of power. Autumn and Spring of 47BC: Caesar stayed in Egypt for a while and had a love affair with Cleopatra. During this time his enemies gathered and during the autumn and spring Caesar defeated them in 3 campaigns. One of the battles was so swift that Caesar described it in his famous words ‘Veni, Vidi, Vici,” which means “I came, I saw, I conquered. 46BC: Caesar decided to settle the Roman calendar problem. Their calendar was too short and it always got ahead of the solar year. In 46BC Caesar declared that the year would have 445 days and every year after would have 365 days since it takes the Earth approximately that many days to rotate the Sun. He also decided to add one day every fourth year to compensate for the discrepancy. This system is what we use today. 44BC: Caesar had established supreme power by removing authority from other officials. He angered many patricians because they previously had the power in Rome. He further upset them when declaring in 44BC that his dictatorship would pass on to his nephew, Octavian; in the past Rome had a strong Republican system of government. March 44BC: Caesar called a meeting of the Senate. He wanted to be given a royal title of king because he would gain more respect than he had as a dictator. One group was happy with this, but another (Brutus, Cassius and Casca‐former associates of Caesar) were not because they wanted to return to the Republican form of government. March 15, 44BC: When Caesar arrived at the Senate on March, his conspirators leapt at him and stabbed him to death. He fell at the base of a statue of Pompey (his old rival). Dates collected from the following books:

• Julius Caesar By: Rupert Matthews

• Leaders of Ancient Rome: Julius Caesar, Conqueror and Dictator By: James Thorne

• People Who Made History in Ancient Rome By: Patricia Levy


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References: Hatzigeorgiou, K. (2007). Julius Caesar. Retrieved October 15, 2007, from http://karenswhimsy.

com/julius‐caesar.shtm

Levy, P. (2001). People Who Made History in Ancient Rome. New York: Raintree Steck‐ Vaughan Publishers.

Matthews, R. (1989). Julius Caesar. New York: The Bookwright Press. McEachron, G. (2001). Self in the World: Elementary and Middle School Social Studies. New

York: McGraw Hill.

On Truth and Reality. (2007). The Life of Julius Caesar. Retrieved October 15, 2007 from,

http://www.spaceandmotion.com/julius‐caesar‐life‐history‐biography‐pictures‐quotes.htm

Standards of Learning Currently in Effect for Virginia Public Schools. (2007). Grade Three:

Introduction to History and Social Science. Retrieved October 15, 2007, from http://www.pen.k12.va.us/VDOE/ Superintendent/Sols/history3.pdf.

The Literature Network. (2007). Shakespeare: The Tragedy of Julius Caesar. Retrieved October 15, 2007,

from http://www.online‐literature.com/shakespeare/julius_caesar/3/ Thorne, T. (2003). Leaders of Ancient Rome: Julius Caesar, Conqueror and Dictator. New

York: The Rosen Publishing Group, Inc.


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Lesson #4 – Roman Government

Grade Level: 6th, Whole Group (25 students) Time: Two weeks Issue: The U.S. Government vs. The Republic of Ancient Rome Standards: National Council for the 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 Objectives: 1. After doing independent research using multiple sources, the students will participate in a

debate arguing for either the U.S. government or Ancient Rome’s Republic form of government.

Essential Question/Argument: Generated by student

Instructional Strategies: Catalyst: The teacher will read the following excerpt from the campaign speech given by an individual who would like to change the U.S. government if he (or she) wins the 2007 Presidential election. This candidate hopes to change the current U.S. government back to the Roman government that was in existence during the time of Julius Caesar. The United States government [might] have to change in order to resemble the Roman Republic, pending the results of an important debate among two presidential candidates! This will cause many changes in our country. What will be the position of students in the class?

Attention Fellow Americans, Today I would like to inform you of what I think our government should look like if I win this election. I believe the best form of government was represented by the Ancient Romans. The Roman Republic seems to be the ideal form of government and I feel our country will benefit from such an institution. Although women and poor people may not be able to vote and other changes may occur, this will be a wise move for the United States. Please show your support and vote for me after the upcoming presidential debate.

Content Focus: On the first day of the lesson, the teacher will divide students into two groups—those who would like to investigate and describe the U.S. form of government and those who would like to investigate the Roman Republic form of government. Each group will generate opinions about what they believe are important characteristics of governments and government leaders. Over the next two days, students will be asked to generate a question that they would like to investigate regarding either the U.S. form of government or the Roman Republic. Students will complete the attached worksheet


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which records their question, hypothesis, and research. Once both groups have completed their research (starting with the resources in Background Information Section), the fourth and fifth day will consist of the teachers introduction of the concept of debate and help them prepare to debate the advantages and disadvantages of each form of government. The students will engage in an informal debate as a method of practice, one side supporting going to school year‐round and the other against year‐round school. This will allow the students to become familiar with the process of debating. During the formal debate, half of the class will represent the U.S. government and the other half will represent the Roman Republic. The students will be told it is important to pay attention to both viewpoints being that they will be assessed on both.

Over the next three days, the students will independently gather information about their assigned point of view. They will have access to books, the internet, and can also reference notes taken during the movie. They will be required to document their ideas, arguments, etc that support their position. On the ninth day, the small groups will come together and gather their main ideas, arguments, etc. that will be presented in the debate. The rules of debating will also be reviewed on this day. On the final day, the students will hold their debate. The teacher and another faculty member will judge which group argued their position most effectively.

Evaluation/Assessment:

Formative assessment‐ The teacher will observe student discussions, participation. Each group will be required to turn in their ideas, arguments formulated at the end of days 6, 7, and 8.

Summative assessment‐ The students will be given the following essay question to answer after the debate:

Directions: Read the following question. Answer all parts of the question as thoroughly as you can. Use complete sentences and make sure you proof‐read!

1. Give three aspects of the U.S. government (3 pts) and three aspects of the Ancient Roman government (3 pts). Based on our in‐class debate, explain which position supports your personal opinion on the best type of government (2 pts), and which point was the most persuasive in influencing your opinion (2 pts).

Background Information:

The federal government of the United States consists of a governmental body that carries out the roles assigned to the federation of individual states established by the Constitution. The federal government has three branches: the executive, legislative, and judicial. Through a system of "checks and balances," each of these branches has some authority to act on its own, some authority to regulate the other two branches, and has some of its own authority, in turn, regulated by the other branches. In addition, the powers of the federal government as a whole are limited by the Constitution, which leaves a great deal of authority to the individual states.


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The Roman Republic was the phase of the ancient Roman civilization characterized by a republican form of government, meaning that the highest power belonged to the citizens. The senators of the time agreed to share leadership with the assembly so no one could take over and rule as a tyrant. The Assembly was made up of citizens who were entitled to vote (landowning men). The republican period began with the overthrow of the Monarchy c. 509 BC and lasted over 450 years until its subversion, through a series of civil war.

Source #1- The Ancient Roman World by Ronald Mellor and Marni McGee

• In this book, the characteristics of the Roman Republic are described and emphasis is places on the role citizens played within the government. The story is told of how the senators took control of the government and shared their power with the Assembly so that no one could ever rule as a tyrant. Students will be able to find similarities and differences between the Roman Republic and the United States government. They will be able to note the length of the Roman Republic (5 centuries), the civil wars fought, influential people, etc.

Source #2‐ The Making of America by Historian Robert D. Johnson

• This book, published by National Geographic, provides detailed information about the United States as a whole. There are several maps, biographies of significant figures, and landmark events. Students will find details about the government that will aid them in their debate. The branches of the government and their functions are also discussed in detail.

Source #3‐ http://www.trumanlibrary.org/educ/sites.htm

• This website provides links to several websites for elementary students pertaining to social studies, civics and government. The students will be able to explore independently to find facts about the U.S. government. It is very accessible and a great deal of information is available through these resources.

Source #4‐ Video The Branches of Government

• The students will watch a video on the branches of the United States government available through www.brainpop.com The video details the different branches and the powers that lie within them. It shows how important the branches are in making the U.S. government function.


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Name: ______________________________________ Date: _____________________

The U.S. Government vs. The Roman Republic

Student Investigation:

1) Given the discussions we’ve had over the past few days, give one reason a country may be in favor of either of these forms of governments.

2) What further questions do you have about the U.S. government or the Roman Republic?

3) Investigate your questions by conducting further research. Use this form to help you organize your findings.

Question:

Hypothesis:

Resource consulted:

Relevant Information Discovered:


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Additional information:

Additional questions:

Time devoted to today’s research:


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The U.S. Government vs. The Roman Republic

Student Investigation:

1) Given the discussions we’ve had over the past few days, give one reason a country may be in favor of either of these forms of governments.

Perhaps the country will not want to be ruled by one king or power.

2) What further questions do you have about the U.S. government or the Roman Republic? What type of government exists in Rome today?

Is it similar to our government?

3) Investigate your questions by conducting further research. Use this form to help you organize your findings.

Question:

How would the U.S. government change if it had to resemble the Roman Republic? Would our lives change if this happened?

Hypothesis:

Our country would be run differently if we had to be like the Ancient Romans. Our lives would be different and we may not have as many freedoms.

Resource consulted: Ancient Roman World by Ronald Mellor and Marni McGee

Relevant Information Discovered:

Women and poor people would not be able to vote if we switched to a government like the Roman Republic.

The Senators elected to the Assembly handled many things. For example, they were judges, priests, military commanders, and city councilmen. However, after the city grew, they needed more help and called these individuals magistrates.


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Additional information:

During the time of the Roman Republic, Rome transformed into a huge city going from 35,000 to a population of 1 million.

Additional questions:

Why weren’t women allowed to vote?

What would happen to our country if the women and poor people weren’t allowed to vote? Would that be fair?

Time devoted to today’s research: 45 minutes


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Artifact #1 – Visual Documents: Veduta del’ Anfiteatro Flavio ditto il Colossio and Veduta Interna del Panteon by Giovanni Battista Piranesi Primary Level: K‐3 This activity will be conducted following a lesson about Roman mythology and art. Background: Both of these prints of the Colosseum and the Pantheon were created by the same artist (Piranesi); however, they depict two very different aspects of ancient Roman life. The Pantheon was built as a temple for the Roman deities. In contrast, the Colosseum was an amphitheatre in which gladiatorial contests and mock battles were held for entertainment purposes. These two prints are considered original artifacts, but they are duplications of an original etching. The process by which these prints were created is called intaglio printing and involves etching fine lines into a metal plate and sending the plate through an inked press (the reverse effect of a stamp). Student Activities: Large Group

1. Students will be asked to brainstorm/demonstrate behaviors they would see at a circus or a sporting competition. Students will then be asked to brainstorm/demonstrate behaviors they would exhibit during a ceremony.

Small Group: 1. Students will look at each painting and turn and talk to their partner about what types of

activities (circus‐like or ceremony‐like) took place in each structure and why. Individual:

1. Students will use a pencil to engrave a design of their choice onto a square of Styrofoam. They will then cover their “stamp” with ink and make duplicate prints of their etchings.

Intermediate Level: 4‐6 This activity will be conducted following a lesson about Roman mythology and art. Background: Both of these prints of the Colosseum and the Pantheon were created by the same artist (Piranesi); however, they depict two very different aspects of ancient Roman life. The Pantheon was built as a temple for the Roman deities. In contrast, the Colosseum was an amphitheatre in which gladiatorial contests and mock battles were held for entertainment purposes. These two prints are considered original artifacts, but they are duplications of an original etching. The process by which these prints were created is called intaglio printing and involves etching fine lines into a metal plate and sending the plate through an inked press (the reverse effect of a stamp). Student Activities: Large Group:

1. Students will be asked to discuss the similarities and differences they see between the two pieces of art (using Nelsen’s 4 levels of questioning). They will then be asked to infer what would take place in the two depicted structures.

Small Group: 1. Students will be split into two groups and will either be assigned the Pantheon or the Colosseum

to develop a scene that would take place in their assigned structure. 2. Students will act out their respective scenes for the other group.

Individual: 1. Students will write a poem using their knowledge of either the Colosseum or Pantheon (their choice). The Poem should reflect the mood and atmosphere of what took place in each structure.


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References: Colosseum. Retrieved October 16, 2007, from http://en.wikipedia.org/wiki/Colosseum Pantheon. Retrieved October 16, 2007, from http://en.wikipedia.org/wiki/Pantheon,_Rome Piranesi, Giovanni Battista. (1761‐1768) Veduta del’ Anfiteatro Flavio ditto il Colossio. Piranesi, Giovanni Battista. (1775‐1778) Veduta Interna del Pateon.


Primary:

:

1. What tools did the artist use to make the two pictures shown above? A. Crayons B. Paint C. A printing press and ink D. A camera

Intermediate: 1. What type of behavior would you expect those in attendance to display at the Colosseum?

A. Cheering B. Praying C. Eating D. Dancing


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Veduta del’ Anfiteatro Flavio ditto il Colossio

Veduta Interna del Pateon


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Artifact #2 – Interview with Kyra Kaylor Primary Level: K‐3 This activity will be conducted after a lesson about Roman architecture. Background: Romans are very famous for creating and contributing to the art of architecture. Along with creating famous pieces of work they established the idea of the arch, baked brick and the use of cement and concrete in building. One of Rome’s famous pieces of architecture is the Colosseum; it was built by the Roman Emperor Vespasian and the architects used the concrete method to build it. Another famous piece, the Pantheon was designed using brick and concrete methods also. (Ancient) Kyra Kaylor traveled to Rome and had first hand experiences with these two pieces of ancient architecture. Kyra will share her experiences with these important pieces through an interview. Student Activities: Large Group:

1. Students will be introduced to the topic of interviewing by relating it to how they learn about their friends when they first meet them. Kyra Kaylor will come to class the following day and be interviewed by the teacher in front of the class about her experiences with the Pantheon and Colosseum in Rome. She will also display and share pictures she has from these two places.

Small Group: Practicing interviewing 1. After the students have learned about interviewing and its importance and seen an interview

modeled they will be split into groups of 3 to work on a mini‐interview. 2. Each group will be instructed to create three questions that they would want to know about the

other group of students. Independent:

1. Each student will be given a picture of the Colosseum and be instructed to color it and write one thing they remember Kyra telling them about the building.

Intermediate Level: 4‐6 This activity will be conducted after a lesson about Roman architecture. Background: Romans are very famous for creating and contributing to the art of architecture. Along with creating famous pieces of work they established the idea of the arch, baked brick and the use of cement and concrete in building. One of Rome’s famous pieces of architecture is the Colosseum; it was built by the Roman Emperor Vespasian and the architects used the concrete method to build it. Another famous piece, the Pantheon was designed using brick and concrete methods also. (Ancient) Kyra Kaylor traveled to Rome and had first hand experiences with these two pieces of ancient architecture. Kyra will share her experiences with these important pieces through an interview. Student Activities: Small Group:

1. The class will be split into two groups. One group will create questions about the Pantheon and the other for the Colosseum.

Individual: 1. Each student will be responsible for memorizing his/her interview question. 2. At the end each student will have written a question, asked a question, and recorded an answer

to the question. Large Group:

1. The students will take turns posing questions to Kyra Kaylor.


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Interview Transcript: Conducted via email on October 16, 2007 Rome:

• When did you travel to Italy? o Summer of 2006

• Where in Italy did you go? o Naples, Italy – where the city of Pompeii is located. It was an unbelievable experience to

be able to walk through a city which had been completely decimated by the eruption of Mt. Vesuvius thousands of years ago.

o Rome, Italy – The architecture in Rome, including sculptures, painting and buildings is something you can only truly understand by visiting Rome.

• What places did you tour in Rome? o The Colosseum, the Pantheon, the Trevi Fountain, and The Spanish Steps

• What was your favorite place in Rome? o The Colosseum and the Pantheon. First to see how massive the Colosseum is and to

know how long, how much work and how advanced their society was for their time is an amazing thing. Also, the Pantheon is a unique experience all its own, from building design to artistry found within.

• What was the first thing you noticed when you arrived in Rome? o What did you notice about the food?

The Pizza in Italy is AMAZING! One cannot describe how truly amazing Italian cuisine really is.

o What did you notice about the buildings? The architecture is so beautifully done, and the fact that majority of the

buildings have been maintained over the years is truly fascinating. It seems that all the buildings are built with elegance.

The Colosseum:

• Did you take a formal tour of the Colosseum or did you explore it yourself? o I took a formal tour, and then was able to explore on my own.

• What did you learn about the Colosseum during your tour/exploration? o What is the Colosseum?

The Colosseum is a massive structure which was used back in Roman times for many different types of entertainment – the most well known being Gladiator fights.

o What is it made out of and how was it built? The Colosseum is made out of stone and marble, and for those people who

don’t know how heavy marble is…its VERY, VERY heavy. It was built by over thousands of workers, mostly by slaves and people in the lower classes. It is said that they used good old manual labor to build the Colosseum, and it is said that over a thousand people probably died during the building of the Colloseum.

o What condition was it in when you toured it? What was left of the Colossuem when I visit was in fairly good shape,

considering how long ago it was built, and the fact that it survived the final “crumbling” of Rome. The floor of the Colosseum was gone, so the chambers


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and hallways of the basement level were visible. Also, only half of the Colosseum walls are intact, while, much of one side of the walls was torn down.

o Is it still used today? The Colosseum is not currently used today except for tourism.

• What was the best part about the Colosseum? o To walk around such a magnificent structure, which has not only survived the fall of

Rome and thousands of years, but was also built through peoples sweat and tears, at risk of their own life, and without the aid of heavy machinery.

The Pantheon:

• Did you take a formal tour of the Pantheon or did you explore it yourself? o I only toured the Pantheon on my own.

• What did you learn about the Pantheon? o What does Pantheon stand for?

It was a Roman Cathedral…probably was used to hold masses. It was definitely a place of worship as indicated by the religious paintings and statues found inside.

o Is there anything unique about the dome on top? The dome on the Pantheon is one of the most unique architectural designs ever

created. There is a large circular hole at the top of the dome, and the hole is not covered by anything at all. However, the unique aspect of the hole in the dome is that not water, e.g. rain, ever comes through the hole. It is said that this is because of the circular design as well as the pressure which is held inside the dome. It is truly a magnificent feat.

o What condition is it in today? The Pantheon is in very good shape. The architecture and the artwork have

held up very well over the years, the only noticeable decline being in the color and vibrancy of the artwork.


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References:

Carr, Karen. (2006). Roman Architecture. Retrieved October 15, 2007, from http://www.historyfor kids.org/learn/romans/architecture/romarch.htm

Roman Colosseum Coloring Page. Retrieved October 15, 2007, from http://homeschooling.about.com

/od/freeprintables/ss/7wondersprint2.htm

Kaylor, Kyra. Interview conducted October 16, 2007 by Sarah Romers


Primary:

1. Which picture below is a picture of the Pantheon?

A.

B.

Intermediate:

1. What was the purpose of the Colosseum? A. Dinner B. Court Trials C. A Market D. Entertainment

2. What type of behavior would you expect those in attendance to display at the Colosseum? A. Cheering B. Praying C. Eating D. Dancing

C.

D.


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3. The Pantheon was originally constructed by Romans as a: A. Church B. Temple C. Court House D. Theater


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Artifact #3: The Aeneid by Vergil

Primary Level: K‐3 This activity will be conducted after a lesson about Roman mythology. Background: Greeks and Romans alike are very famous for their mythological beliefs. The more famous mythological beliefs were those of the Roman Gods, such as Jupiter‐the patron of the gods, and Mars‐the god of war. Very often Romans created mythological legends to explain the foundation and early history of Rome. The Aeneid, written by Vergil about 2,000 years ago, is one example of Roman mythological literature. The story follows the journey of Aeneas, a human despite being the son of a god, and his legendary adventure resulting in the foundation of Rome. Student Activities: Large Group:

2. Students will be introduced to the idea of mythological figures by descriptions of two of the mythological figures Aeneas meets on his journey – Medusa and Cyclops. The students will be shown pictures of Medusa and Cyclops, and be asked to identify the features which make each figure mythological.

Small Group: Creating Mythological Figures 3. After the students have learned about mythological figures, they will be split into groups of 3 or

4 to work on creating a written description of their own mythological creature. 4. Each group will be instructed to create a list or a paragraph describing all aspects of their

mythological figure – appearance, qualities (human, animal, etc.) and powers. Independent:

2. Each student will be given a blank piece of paper in which they have to draw their version of the mythological figure they created with their groups, color their picture, and write the name of the figure at the top of the paper.

Intermediate Level: 4‐6 This activity will be conducted after a lesson about Roman mythology. Background: Greeks and Romans alike are very famous for their mythological beliefs. The more famous mythological beliefs were those of the Roman Gods, such as Jupiter‐the patron of the gods, and Mars‐the god of war. Very often Romans created mythological legends to explain the foundation and early history of Rome. The Aeneid, written by Vergil in the 1st century BCE, is one example of Roman mythological literature. The story follows the journey of Aeneas, a human despite being the son of a god, and his legendary adventure resulting in the foundation of Rome. Student Activities: Small Group:

2. The class will be split into groups of 4 or 5 students. The groups will create their own mythological creatures and writing out descriptions of the mythological figures they create – descriptions will include appearance, qualities (human, animal, etc.), and powers.

3. In groups, the students will work together to each draw a picture of their mythological creature. Individual:

3. Students will then write a legend of their mythological creature (how the creature became mythological), and then describe what would happen if they were on a journey and happened to encounter their mythological creature.

Large Group: 1. The students will take turns sharing their stories with the class.


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The Aeneid

By: Vergil

Online Versions:

Internet Classics Archive ‐

http://classics.mit.edu/Virgil/aeneid.html

or

Harvard Classics ‐

http://www.bartleby.com/13/

References:

Vergil. (2000). The Aeneid. The Internet Classics Archive. Retrieved from http://classics.mit.edu/Virgil

/aeneid.html

Vergil. (2005). The Aeneid. Harvard Classics, Vol 13.Retrieved from http://www.bartleby.com/13/

Cyclops. Retrieved from http://library.thinkquest.org/5183/cyclops.htm

Medusa. Retrieved from http://perdurabo10.tripod.com/id218.html


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Primary:

1. Which picture below is a picture of Medusa?

A. C.

B. D.

Intermediate:

1. What is the significance of Aeneas’ journey? A. Conquered Greece B. Battled Mythological Creatures C. Founded City of Rome D. Become a God

2. On his journey, Aeneas meets up with a Cyclops. What is Cyclops’ unique feature? A. Large wings B. Body of an animal C. Hair of snakes D. One large eye


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Cyclops


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Medusa


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Artifact #4‐ Roman lyre

Primary Level: K‐3 This activity will be conducted after a lesson on Roman daily life and entertainment. Background Information: It is apparent that the Romans adopted many things from the Ancient Greeks. The lyre is a stringed musical instrument of the harp class that has a U‐shaped frame that was used by the Ancient Romans to accompany song and performances. The Greek god Hermes created the lyre from a large tortoise shell which he covered with animal hide. A classical lyre has a hollow body or sound box. It has two raised arms extending from the sound chest. These arms are connected by a crossbar. Student Activites: Large group‐

1. After viewing pictures of the instrument in a book, students will listen to samples of lyre music sampled from the collection “Seven Modes for an Ancient Lyre” by Janet Smith. As a class they will discuss what they thought of the music and how it made them feel. They will discuss where they think lyre music may have been played.

Small group‐ 1. Students will be split into groups of 2 or 3 and as a small group construct their own lyre. The

teacher will provide the frame of the U‐shaped lyre (made out of construction paper) and the students will add the strings. They will use yarn, ribbon, markers, etc. to decorate their lyre.

2. After the lyre is completed, students will work together to label their instrument “lyre” using construction paper, magnetic letters, foam letters, etc.

Independent‐ 1. Each student will then work independently to write 1 or 2 sentences abut what kind of musical

instruments they like to listen to or would like to learn to play.

Intermediate Level (4‐6) This activity will be conducted after a lesson on Roman daily life and entertainment. Background Information: It is apparent that the Romans adopted many things from the Ancient Greeks. The lyre is a stringed musical instrument of the harp class that has a U‐shaped frame that was used by the Ancient Romans to accompany song and performances. The Greek god Hermes created the lyre from a large tortoise shell which he covered with animal hide. A classical lyre has a hollow body or sound box. It has two raised arms extending from the sound chest. These arms are connected by a crossbar. Student Activities: Large group‐

1. After looking at picture of lyres on a projector, students will listen to samples of lyre music sampled from the collection “Seven Modes for an Ancient Lyre” by Janet Smith. The entire class will discuss what they thought about the music and the feelings they felt were portrayed.

Small group‐ 1. The students will be divided into groups of 3 or 4 and construct their own lyres. The U‐shaped

frame of the lyre will already be carved out of wood by the teacher. The students will be provided with steel and nylon guitar strings (steel strings are louder) so they will be able to produce a variety of sounds.

2. Students will work together to secure the strings in place and then decorate their lyre. 3. The students will then create music using their lyre.

Independent‐ 1. Each student will write 5‐6 sentences telling of a fictional experience playing their lyre.


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References:

www.wikipedia.org (Lyre) http://www.cs.vassar.edu/~priestdo/lyre.html

Music: Seven Modes for an Ancient Lyre© Janet Smith 2003 Bella Roma Music


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Multiple Choice Questions: Primary: 1. Which of these pictures looks like a lyre?

A. B.

C. D.

Intermediate : 1. The lyre is most like which musical instrument?

A. Guitar B. Drum C. Harp D. Violin


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Ancient Rome – Primary Level Pre & Post Test Multiple Choice Questions: Directions: Circle the best answer (ONE letter) for each of the following questions. **Directions will be orally read 1. Which picture illustrates the country of Italy?

A. C.

B. D.

2. The country of Italy is found on which continent? A. Asia B. Africa C. South America D. Europe


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3. Which picture below is a picture of the Pantheon?

A.

B.

4. Which picture below is a picture of the Colosseum?

A.

B.

C.

D.

C.

D.


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5. What tools did the artist use to make the two pictures shown above? A. Crayons B. Paint C. A printing press and ink D. A camera

6. Why was mythology an important part of Roman culture?

A. The myths scared their children into behaving.

B. The myths were their only entertainment.

C. The myths reminded Roman’s of their history and heroes.

D. The myths reminded them to never look a monster in the face.

7. Which picture below is a picture of Medusa? A. C.

B. D.


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8. What happened to people if they looked at Medusa?

A. They melted B. They turned to gold C. They froze D. They turned to stone

9. When the first Roman myths were created, how were they spread throughout the empire and passed down from generation to generation?

A. Through oral tradition B. Through story books C. Through radio broadcasts D. Through newspaper

10. Which of these pictures looks like a lyre?

A. B.

C. D.


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Primary Multiple Choice

Pre‐test / Post‐test

Rubric Below Expectations Meets Expectations Above Expectations

Multiple Choice Correct

6 or fewer

(60% or below)

7 out of 10

(70%)

8, 9 or 10/10

(80% or higher)

Total Student

Ancient Rome ‐ Intermediate Pre & Post Test

Multiple Choice Questions: Directions: Circle the best answer (ONE letter) for each of the following questions. 1. Approximately, when did the Roman Empire flourish?

A. 21st century B.C.E. – 16th century B.C.E. B. 15th century B.C.E. – 9th century B.C.E. C. 7th century B.C.E – 5st century A.D. D. 9th century A.D. ‐ 15th century A.D.

2. What was the purpose of the Colosseum? A. Dinner B. Court Trials C. A Market D. Entertainment

3. What type of behavior would you expect those in attendance to display at the Colosseum? A. Cheering B. Praying C. Eating D. Dancing


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4. The Pantheon was originally constructed by Romans as a:

A. Church B. Temple C. Court House D. Theater

5. The lyre is most like which musical instrument? A. Guitar B. Drum C. Harp D. Violin

6. What is the significance of Aeneas’ journey? A. Conquered Greece B. Battled Mythological Creatures C. Founded City of Rome D. Become a God

7. On his journey, Aeneas meets up with a Cyclops. What is Cyclops’ unique feature?

A. Large wings B. Body of an animal C. Hair of snakes D. One large eye

8. What reason best describes why Julius Caesar was assassinated?

A. For attempting to expand Roman territory in Britain. B. He took power from former associates and changed the government to a dictatorship. C. He had a love affair in Egypt with Cleopatra. D. He returned took several warships to sea and captured and executed the pirates that took him

hostage on his voyage to Rhodes. 9. Who assassinated Julius Caesar? A. Brutus B. Antony C. Pompey D. Crassus 10. What type of government was used by the Romans? A. Dictatorship B. Communist


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C. Republic D. Democracy

Essay Questions: Directions: Read the following questions. Answer all parts of each question as thoroughly as you can. Use complete sentences and make sure you proof‐read!

1. Give three aspects of the U.S. government (3 pts) and three aspects of the Ancient Roman government (3 pts). Based on our in‐class debate, explain which position supports your personal opinion on the best type of government (2 pts), and which point was the most persuasive in influencing your opinion (2 pts).

2. Describe one contribution of the Ancient Romans in regards to: (a) art – 2 pts, (b) architecture –

2 pts, (c) government – 2 pts, (d) literature – 2 pts, and (e) mythology – 2 pts.


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Intermediate Multiple Choice Pre‐test / Post‐test

Rubric

Below Expectations

Meets Expectations

Above Expectations

Total Student #1

40%: Multiple Choice Correct

6 or fewer

(60% or below)

7 out of 10

(70%)

8, 9 or 10/10

(80% ‐ 100%)

60%: Essay 13 or fewer

(65% or below)

14, 15 or 16 out of 20 (70% ‐ 80%)

17, 18, 19 or 20/20 (85%‐100%)

Subtotal

Total Student #1

i. 83% ‐ 100% = Above Expectations ii. 70% ‐ 82% = Meets Expectations iii. 69% or below = Below Expectations


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Bibliography

Bulfinch, T. (1998). The Illustrated Age of Fable. New York: Stewart, Tabori & Chang.

Carr, Karen. (2006). Roman Architecture. Retrieved October 15, 2007, from http://www.historyfor kids.org/learn/romans/architecture/romarch.htm

Di Cosimo, P. (n.d.). Andromeda Saved by Perseus. Florence.

Dubois, M. (2004). Ancient Rome. New York: Capstone Press. Gill, N.S. (2007). Roman Society. Retrieved October 28, 2007, from http://ancienthistory.

about.com/od/socialculture/tp/Roman‐Society.htm

Hatzigeorgiou, K. (2007). Julius Caesar. Retrieved October 15, 2007, from http://karenswhimsy.

com/julius‐caesar.shtm Infoplease. (2007). Spartacus. Retrieved October 28, 2007, from http://www.infoplease.

com/ce6/people/A0846193.html

Kaylor, Kyra. Interview conducted October 16, 2007 by Sarah Romers.

Levy, P. (2001). People Who Made History in Ancient Rome. New York: Raintree Steck‐ Vaughan Publishers.

Matthews, R. (1989). Julius Caesar. New York: The Bookwright Press. McEachron, G. (2001). Self in the World: Elementary and Middle School Social Studies. New

York: McGraw Hill.

Muscarelle Museum of Art, Williamsburg. Campana Relief Fragment: Head of Medusa or Scylla. 100B.C.‐

100 A.D.

On Truth and Reality. (2007). The Life of Julius Caesar. Retrieved October 15, 2007 from, http://www.spaceandmotion.com/julius‐caesar‐life‐history‐biography‐pictures‐quotes.htm

Roman Colosseum Coloring Page. Retrieved October 15, 2007, from http://homeschooling.about.com

/od/freeprintables/ss/7wondersprint2.htm


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Spinner, S. (1999). Snake Hair. New York: Grosset & Dunlap, Inc.

SPQR. (1999). Daily Life. Retrieved October, 28, 2007, from http://library.thinkquest.org

/26602/society.htm

Standards of Learning Currently in Effect for Virginia Public Schools. (2007). Grade Three: Introduction to History and Social Science. Retrieved October 15, 2007, from http://www.pen.k12.va.us/VDOE/ Superintendent/Sols/history3.pdf.

The Literature Network. (2007). Shakespeare: The Tragedy of Julius Caesar. Retrieved October 15, 2007,

from http://www.online‐literature.com/shakespeare/julius_caesar/3/ Thorne, T. (2003). Leaders of Ancient Rome: Julius Caesar, Conqueror and Dictator. New

York: The Rosen Publishing Group, Inc. UNRV History. (2007). Roman Architecture. Retrieved November 1, 2007, from http://www.unrv.

com/culture/architecture.php Wikipedia. (2007). Pantheon, Rome. Retrieved November 1, 2007 from, http://en.wikipedia.org/wiki

/Pantheon,_Rome#Structure

Expenses:

Mythological Creature Mask – Lesson #2

‐ Foam to make mask template ~$1.00 per mask

‐ Elastic for mask template ~$6.00 for whole class

‐ Decorative Materials: markers, glue, feathers, sequins, synthetic hair, colored cotton

balls, pipe cleaner, construction paper ‐> all gotten from Dr. McEachron’s cabinet –

cost unknown