Ancient Greek and Roman Architecture

Grade 3 - History
By: Sara Belcher and Lauren Sammon

Introduction:
This unit is comprised of information regarding the architectural features of ancient Greece and
Rome. The architectural aspects of both cultures have heavily influenced those of American
architecture. It is important for students to understand the infrastructure of American society was
built from a combination of several cultures and countries. Ancient Greek and Roman
architecture fits into our larger unit plan after two weeks covering the contributions of ancient
Greece and Rome to the arts and government in the modern world, and one week before
covering the contributions of both ancient cultures to sports in the modern world. The unit was
organized this way so that students will have learned about the structure of government and the
artistic styles of both cultures before learning the architecture. This unit on architecture will build
upon the arts unit and solidify the importance of government, but will be introduced before
Greek and Roman sports in order for the students to be familiar with the Colosseum and other
sports entertainment arenas. This unit is filled with a variety of fun, interesting, and meaningful
activities sure to keep the students actively engaged throughout!

Unit and Specific Objectives

Unit Objectives:
1. Students will understand that aspects of modern American architecture was inspired by
the Greek and Roman societies and will gain knowledge about both societies major
landmarks (the Parthenon and the Colosseum).
2. Students will be able to identify architectural features from both ancient Greece and
Rome (columns, arches, and aqueducts).
3. Students will appreciate the major contributions both ancient societies made to the
architecture of the United States and will personally experience the impact of both
societies through the architecture seen in Richmond Virginia on a field trip at the end of
the unit.
Specific Objectives:
(L1)
I.

(L2)
I.
II.
III.
(L3)
I.

(L4)
I.
II.

(L5)
I.
II.

After being introduced to the Doric, Ionic, and Corinthian columns of ancient Greece, the student will be
able to describe each column with at least 2 adjectives, sketch each column, and provide an example of at
least one building that featured each column in ancient Greek architecture.
Given clay, sculpting tools, and a ruler, the student will sculpt a clay model Doric, Ionic, or Corinthian
column using both additive and subtractive processes, with the length measuring within inch of 8 inches
and the width measuring within inch of 6 inches.
Given sufficient time to view each clay sculpture column, the student will identify each of the 18 clay
sculptures by name with 83% accuracy.
Given a KWL chart, the student will write at least two details about the Parthenon in each of the three
sections.
Given a detailed introduction of Roman city architectural features and a step-by-step guided worksheet, the
students will use the classroom computers to complete a scavenger hunt where they will explore Rome
more in depth. The students will be expected to complete the scavenger hunt with 100% accuracy and be
able to contribute to the class discussion that will ensue.
Having viewed two educational videos about the Roman Colosseum the students will be able to participate
in a quick-write with their groups, giving two learned facts from the video per student.
In two groups of 9, the students will participate in a chariot (scooter) race which requires them to match
pictures to their description. The students will be able to match the pictures and descriptions with 100%
accuracy with their groups, in order to win the race.

Given access to a variety of previous written activities and while working with a partner, the student will
compare and contrast the architectural features of Rome and Greece using a venn diagram with at least 4
items in each section, and including at least two facts found using the classroom reference materials.
After visiting and observing buildings in Richmond that contain architectural features of both ancient Rome
and Greece, the student will write the name of each location, which architectural feature was prominent at
that location, and which ancient culture it was inspired by with 100% accuracy.

SOL Objectives
SOLs:
(L1)
History 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.
(L2)
History 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.
Math 3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
Art 3.10 The student will use subtractive and additive processes in various media, including clay, to create
sculptures.
(L3)
History 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.
Computer Technology 3-5.6- Plan and apply strategies for gathering information, using a variety of tools and
sources, and reflect on alternate strategies that might lead to greater successes in future projects.
A. Collect information from a variety of sources.
Conduct research using various types of text and media-based information.
B. Apply best practices for searching digital resources.
Apply effective search strategies that will yield targeted information.
Identify basic indicators that a digital source is likely to be reliable.
(L4)
History 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.
Physical Education 3.4-The student will demonstrate an understanding of the purpose for rules, procedures,
etiquette, and respectful behaviors while in various physical activity settings.
a) Demonstrate independence and good use of time while engaging in physical activity.
b)
Provide input into establishing rules and guidelines for behavior in physical activity settings.
c) Work cooperatively with peers.
(L5)
History 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.
English 3.7 The student will demonstrate comprehension of information from a variety of print resources.
a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials.
b) Use available technology.
Physical Education 3.1 The student will apply locomotor, non-locomotor, and manipulative skills in increasingly
complex movement activities.
a) Demonstrate most of the critical elements (small, isolated parts of the whole skill or movement) for
manipulative skills (e.g., throw and catch a variety of objects, kick to stationary and moving
partners/objects, dribble with dominant hand/foot, pass a ball to a moving partner).
b)
Use manipulative skills in movement combinations (e.g., perform manipulative tasks while
dodging and moving in different pathways; catch a rolled ball while moving, and throw it back to a
partner).
c) Demonstrate moving to a rhythm (e.g., perform simple dances in various formations, develop and
refine a creative educational dance sequence).
d)
Refine individual gymnastics skills, and perform educational gymnastic sequences with balance,
transfer of weight, travel, and change of direction.

Lesson Plan 1: Ancient Greek Architecture

Ancient Greek Architecture

Purpose:
This lesson will be the introduction into our week on the contributions of ancient Greece
and Rome to modern architecture. This lesson will focus on ancient Greek architecture,
specifically focusing on the feature of columns. Modern American architecture is derived
directly from ancient Greek architecture. Greek building styles are reflected in American
government buildings, historic houses, and sporting arenas. Not only does Greek
architecture present itself in American architectural style but it is also the basis of
architectural knowledge. This lesson will enhance the students schemas of ancient Greek
architecture in order to build for comprehension of its contributions to the modern
Western world, and more specifically, to Richmond Virginia, later in the week.
History 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:
After being introduced to the Doric, Ionic, and Corinthian columns of ancient Greece, the
student will be able to describe each column with at least 2 adjectives, sketch each
column, and provide an example of at least one building that featured each column in
ancient Greek architecture.
Procedure:
a.) Introduction:
- To begin the lesson, have students gather on the rug in front of the classroom
Promethean board. Then, open Google Earth, and explain that they will be viewing
Greece. Refer to Greece and ask for student volunteers to answer a few questions about
Greece as a short review of the previous two weeks.
Prompts:

What type of government was used in ancient Greece? (direct

democracy)
What style of art was used in ancient Greece? (mosaics)

Next, pinpoint 3 locations on Google Earth. The three locations are:

1. The Parthenon - Address: The Parthenon, Athens 10555
2. The Temple of Athena - Address: Akropolis, Dionysiou Areopagitou,
Athina 105 58, Greece
3. The Temple of Zeus - Address: Temple of Olympian Zeus, Athens,
Greece
For each location we view on Google Earth, ask prompting thinking questions.
Prompts:

What observations can you make about this building?

What do you think this building was used for?
What do you notice about the columns?

Lesson Plan 1: Ancient Greek Architecture

Ask for volunteers to describe characteristics of the buildings orally.
(a, v)
b.) Development:
- With the students still on the rug, hand out clipboards with the powerpoint fill-in-theblank worksheet. Instruct the students to follow along the presentation with their
worksheets. Then begin the powerpoint presentation that includes introductions of each
column, with corresponding pictures from the Google Earth buildings visited, and detail
shots of the columns. The powerpoint presentation includes characteristics and uses of
each column, as well as one slide for each column that shows its use in a building in
Richmond, which foreshadows the next days lesson. Include life-size models while
presenting each column. When describing each column to the class, allow students to
touch each life-size model. When the presentation is finished, instruct students to stow
their worksheets in their history folders to be used later in the week as a reference.
(a, t, v)
- Next, call students back to the rug and explain the directions for centers. There will be
three centers, one specifically tied to each type of column: Doric, Ionic, and Corinthian.
Each center includes a life-size model of the column and a flyer about the column. The
flyer includes a detail shot of the column, a description of the columns characteristics,
and examples of buildings in ancient Greece that featured the column. Hand out
worksheets, and instruct students to use the clipboards they used during the powerpoint. - Worksheets include 3 sections, each section will have a blank line for the title (which
the student will fill in either Doric, Ionic, or Corinthian), then lines for the student to
describe each column using at least 2 adjectives, then a space for the student to include an
example of a building in ancient Greece that used each type of column. Explicitly explain
the directions to the students while showing them an example of a completed worksheet.
- Split up the class into three groups and assign each group to a center to begin. Students
will move around to each center with their clipboards to record their answers and sketch.
Allow the students to work at each center for ten minutes. Monitor the students for
accuracy and help students who need assistance.
(t, k, v)
For advanced students:
Ask students to write on the back of their centers worksheet one example
of a building that they think might not feature a certain column, and why;
do this for each Doric, Ionic, and Corinthian. (For example, I dont think
a big, beautiful church would use Doric columns, because they are too
simple, or I dont think a house in my neighborhood would use
Corinthian columns, because they are too decorative.
Assign three advanced students to act as the team leaders of their centers
groups. These students will be designated to help out anyone in their
group that has a question during centers time.

Lesson Plan 1: Ancient Greek Architecture

For struggling students:
Provide students with a word bank of adjectives to use to describe the
columns.
Monitor these students closely during centers, and provide any extra
assistance needed. (By observation, struggling students may be those who
are staring at their papers without writing, looking confused, or staring off
into space)
c.) Summary:
After the students have completed the centers, instruct students to turn in their
worksheets to the designated back table, and call them back to the rug. End the
lesson with a discussion about what the students learned. Revisit the 3 Greek
buildings on the promethean board, show one image at a time, and ask for student
volunteers to raise their hands to answer the questions posed. First, ask which
type of column is featured. Next, ask for some characteristics of the column. Last,
ask what each column was used for in ancient Greece.
(a, v)
Materials:
Promethean Board
Google Earth
Powerpoint presentation with pictures
18 Worksheets
18 Clipboards
Pencils
Life-size foam replicas of Doric, Ionic, and Corinthian columns
Flyer for each of three stations, with pictures and descriptions
Evaluation A:
The students will be assessed by the worksheets they complete at their centers.
Depending upon the completeness and accuracy of the answers of the students centers
worksheets, I will be able to gauge each students comprehension of the topic. Following the
center rotation, there will also be an oral assessment with the class. We will review the three
Greek buildings we visited on Google Earth and the students will be asked to identify the column
used in each building. From the oral assessment I will be able to quickly review and determine
the class understanding. I will note in my class journal students who appear to be struggling with
the information in order to provide more thorough instruction and scaffolding. Throughout both
of the assessments, I will be looking for correct identification of each style of Greek columns. I
will also expect the students to be able to list at least one example of a Greek building that
features each type of column.

Lesson Plan 1: Ancient Greek Architecture

Evaluation B:
Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How well did you manage the center time?

Did your students remain engaged throughout? If not, which areas of the lesson did
students lose interest?

Appendix A: Powerpoint Presentation Notes Guide

Name: ____________________________
Date: ______________
Ancient Greek Architecture and Modern Contributions Notes
Directions:
Please listen and follow along with the Powerpoint. Fill in the blanks as directed.
Slide #1. The Doric column is

and

The Doric column was also

This column has NO

.
.

This column can be found at the Temple of

The Doric column was not used

Slide #2.Name 3 buildings that use Doric Columns.

1.

2.

3.

Slide #3.Name an example of a monument that uses Doric columns in Richmond.

1.

Slide #4.The Ionic column is

and

Appendix A: Powerpoint Presentation Notes Guide

The Ionic column has a

shape at the top.

This column is used

most.

Slide #5.Name 2 buildings that use Ionic Columns

1.

2.

Slide #6.Name a building that uses Ionic columns in Richmond.

1.

Slide #7.The Corinthian column is

used of the three styles.

The Corinthian is heavily

This style was most

designed.

Slide #8.Name 2 buildings that use Corinthian Columns

1.

2.

Slide #9.Name a building that uses Corinthian columns in Richmond.

1.

Appendix D: Centers Flyers

Appendix D: Centers Flyers

Appendix D: Centers Flyers

Appendix D: Centers Flyers

Lesson Plan 2: Ancient Greek Architecture Continued

Ancient Greek Architecture Continued

Purpose:
The previous lesson introduced ancient Greek architecture (including a brief virtual tour of the
Parthenon and a few other Greek buildings, as well as a presentation that outlined detailed
descriptions of each Doric, Ionic, and Corinthian columns with life-size foam models of each)
and todays lesson will expand on that material. To begin, the class will examine the history of
the Parthenon and its sculptures. Then, the students will participate in a hands-on activity where
they will sculpt representations of Greek columns. The activities in this lesson are important to
help enhance and strengthen the childrens schemas of Greek architecture in order to achieve a
complete comprehension of its contributions to the Western World later in the Unit. The students
will reinforce important Math and Art concepts within the lesson while creating their clay
column sculptures.
History 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.
Math 3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
Art 3.10 The student will use subtractive and additive processes in various media,
including clay, to create sculptures.

Objectives:
Given clay, sculpting tools, and a ruler, the student will sculpt a clay model Doric, Ionic, or
Corinthian column using both additive and subtractive processes, with the length measuring
within inch of 8 inches and the width measuring within inch of 6 inches.
Given sufficient time to view each clay sculpture column, the student will identify each of the 18
clay sculptures as Doric, Ionic, or Corinthian with 83% accuracy.
Given a KWL chart, the student will write at least two details about the Parthenon in each of the
three sections.

Procedure:
a.) Introduction:
- Before the lesson, the instructor will have read the book The Parthenon: Explore an
Ancient Greek Temple and its Sculptures and placed sticky notes within the book to
mark significant information. Make sure to place the life-size foam column models
(Doric, Ionic, and Corinthian) at the front of the rug so all students are able to view them
before beginning the lesson. To begin the lesson, show students the cover of the book

Lesson Plan 2: Ancient Greek Architecture Continued

The Parthenon: Explore an Ancient Greek Temple and its Sculptures and explain to the
students that they will be learning more about the Parthenon in todays lesson. Ask for
student volunteers to answer questions as a review of the previous days lesson.
Prompts:

What column style is featured in the Parthenon? (Doric)

What other column styles were created in ancient Greece? (Ionic,
Corinthian)
How are the Ionic and Corinthian columns different from the Doric
column featured in the Parthenon? (Doric = plain, Ionic = thinner, more
elegant than Doric, & defined by scrolls at the top, Corinthian = most
elegant of the three, heavily decorated)

While asking questions about the columns, make sure students are able to see each of the
foam columns, and encourage students to point to and/or touch the column they are
referring to when answering.
(a, v, t)
b.) Development:
- While students are still on the rug, put up a large picture of the Parthenon on the
Promethean board and ask students to think about what they already know about the
Parthenon and what they want to know. Hand out the KWL charts and instruct students to
go back to their desks and fill out the Know and Want to Know sections about the
Parthenon. Instruct students they must write down at least two items for each section, but
encourage them to write more if they can! While the students are writing, walk around
with a clipboard and write down 2-4 interesting facts the students have written from each
section. Write down facts you know will be addressed in the book The Parthenon:
Explore an Ancient Greek Temple and its Sculptures.
(v, t)
- Ask students to return to the rug. Instruct students to share one fact they know and one
fact they want to know about the Parthenon with an elbow partner. While the students are
sharing with one another, open the Activinspire program on the Promethean board, and
open the KWL chart template. Once the students have shared, share aloud the facts you
gathered from the students Know sections, and type them on the KWL chart template.
When you share the facts aloud and type them, name the student who wrote the fact; for
example Sarah knows the Parthenon is a building in Greece. Then share aloud the
details you gathered from the students Want to Know sections and type them on the
KWL chart template. Once again, when you share the facts aloud and type them, include
each students name along with what the student wants to know; for example Justin
wants to know what the Parthenon was used for. Leave this chart up on the Promethean
board and instruct students to listen for the answers during the read aloud.

Lesson Plan 2: Ancient Greek Architecture Continued

(a, v)
- Read the book aloud and pause for moments to answer questions from the students and
pose questions to the students. Try to get volunteers from students who have not
previously shared, using such language as I would like to hear from someone I havent
heard from yet. Pause to address each time one of the Want to Know details on the
Promethean board is answered in the text.
Other Prompts:

What was the Parthenon used for? (a Temple dedicated to the

Greek goddess Athena)
When was the Parthenon built? (Began construction 447 BCE,
completed construction 432 BCE)
Why is this building still important today? (One of the most
Impressive surviving ancient Greek buildings; one of the first and
most distinguished examples of Doric columns; its style has
influenced centuries of architecture around the world)

- While reading about the sculptures of the Parthenon, explain to students that later they
too will be creating sculptures! After reading, go back to the Want to Know section on
the Promethean board, and ask for volunteers to help answer items in that section as well
as any other interesting facts the students learned from the text. Limit this to 4-6 facts and
write them in the What I Learned section. Then instruct students to go back to their
desks and fill in at least two things they have learned today about the Parthenon from the
text.
(a, v, t)
- Call students back to the rug. Refer back to a page in the text that describes the
sculptures inside the Parthenon, and explain to the students they will be creating
sculptures of their own. Review the three column styles as an entire class: point to each
foam column one at a time and ask the entire class to recite which type of column it is out
loud, together. Once each column is addressed, explain to students they will be creating
models of the three columns.
(a, v)
- Hand out cards to the students that have Doric, Ionic, or Corinthian written on them.
Hand out the cards to students based on the skill level of clay sculpting found from the art
teachers notes (though you will know which student will receive which card, act as if
you are handing out the cards randomly). Instruct the students to line up in front of the
foam column that corresponds with the card they receive. Hand out the clay sculpting kits
and rulers, then instruct students to sit at a cluster of desks with the students who have the

Lesson Plan 2: Ancient Greek Architecture Continued

same column. Place the corresponding foam column in the middle of each cluster of
desks for the students to refer to while sculpting.
- Watch this video (on own time, without the students) before the lesson,
https://www.youtube.com/watch?v=_fpbbpxu0rA, and use the same techniques described
in the video to do a short demonstration for the students on how to use the sculpting
supplies. (The students will have previously worked with clay in their Art class, so the
demonstration will be a review.) Show the class a completed example sculpture for each
Doric, Ionic, and Corinthian columns. Explain to students that the length of the base of
the column must be 8 inches, and the height must be 6 inches. Model how to measure one
of the example column sculptures using a ruler, and explain that their measurements must
be within an inch. (The students will be currently learning about measuring to the
nearest half inch in math) While doing the demonstration and giving instructions, walk
around the room and make sure every student can see. After giving directions, ask the
table leaders to come to the front and pick up clay for their table. Each table will receive
6 colors of clay. Allow the students the choice of which and how many colors they want
to incorporate in their sculptures. When they begin working, place the numbered cards in
a line against one wall of the room on the floor. Explain to the students that when they are
finished, they are to bring their columns to that wall, and place their column in front of
the card with their class number on it (Each student at the beginning of the year was
assigned a class number that they use on a daily basis) If they finish early, instruct them
to clean up their desk, return their sculpting kits to the basket, and grab a book from their
book baskets to read at their desks. Walk around and monitor while students are working
on their columns. Assist and make suggestions to students who are struggling.
(v, k, t, a)
- Once everyone is finished, hand out the sculpture naming worksheets and clipboards.
Each column sculpture will now be on display on the floor next to a number 1-18. Call
the students table by table to line up and walk down the row of column sculptures. The
worksheet will be listed 1-18. Instruct the students to look at each column, and write
down which type of column it is on the corresponding line.
(v, k, t)
For advanced students:
Encourage these students to write down as many facts they know and want to know about the
Parthenon as they can fit on their charts.
Assign advanced students as the Expert Sculptors; announce to the class that if they are having
trouble with their column, to raise their hand, and one of the Expert Sculptors will assist them.
Allow these students to assist others when they finish their own columns.
Assign advanced students to sculpt Corinthian columns, since Corinthian columns are the most
complicated to construct.

Lesson Plan 2: Ancient Greek Architecture Continued

For struggling students:
Provide a list of words related to the topic (Ex. Parthenon, Doric, Columns, Greece, Greek,
Building, Temple), and a list of thinking stems (Ex. I know that, I wonder if, I want to
know) while students are working on their KWL charts.
Assign struggling students to sculpt Doric column, since Doric columns are the least complicated
to construct.
c.) Summary:
Instruct students to turn in their assessments to the back table. Meet back on the
rug and reflect about the activity. Ask students what they liked and what they did
not like about sculpting with clay. Ask questions to get students thinking about
how long it would have taken the ancient Grecians to make all of the sculptures in
the Parthenon.
Prompts:

What did you enjoy about this activity?

What was difficult about sculpting with clay?
How long do you think it took the ancient Grecian sculptors to
create their masterpieces? Unfortunately, we only have a short
amount of time to work on ours!

Materials:
Life-size foam replicas of Doric, Ionic, and Corinthian columns
Book, The Parthenon: Explore an Ancient Greek Temple and its Sculptures.
Promethean Board
Large-scale Parthenon image file
18 KWL chart worksheets
Activinspire Software
Activinspire KWL Chart Template
Doric, Ionic, Corinthian name cards (6 of each, 18 total)
1-18 Numbered cards
Clay Sculpting tools
Clay, 6 colors: Red, Orange, Yellow, Green, Blue and Purple
18 Rulers
18 Sculpture Name worksheets

Evaluation A:
When the lesson is over, the students will have turned in two worksheets: their KWL
charts and their Sculpture Name worksheets. The students understanding of the Parthenon will
be apparent by the details written in their individual KWL charts. I will grade these charts by
completion, but will assess individually by the information written in the charts how well they

Lesson Plan 2: Ancient Greek Architecture Continued

understand the Parthenon. The students understanding of the different styles of columns will be
assessed by their Sculpture Name worksheets. I will consider students who score less than 83%
in need of more instruction.
Evaluation B:
Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How well did you manage your time?

Did your students remain engaged throughout? If not, which areas of the lesson did
students lose interest?

Appendix A: Parthenon Photograph

Appendix B: KWL Chart worksheet/Template

Appendix E: Sculpture Column Name Worksheet

Appendix E: Sculpture Column Name Worksheet

Appendix E: Sculpture Column Name Worksheet

Name _______________

Appendix E: Sculpture Column Name Worksheet

Directions: Write the name of the

column style used for each
sculpture.
1. _____________

10._____________

2._____________

11._____________

3._____________

12._____________

4._____________

13._____________

5._____________

14._____________

6._____________

15._____________

7._____________

16._____________

8._____________

17._____________

9._____________

18._____________

Lesson Plan 3: Ancient Roman Architecture

Ancient Roman Architecture

Purpose:
This lesson will serve as the introduction of Roman architecture as well as its modern
contributions to American architecture. Throughout the lesson students will be exposed to
ancient Roman city structures such as arches, aqueducts, roads, and columns. In addition to the
major city structures the children will also be introduced to the Roman colosseum; which will be
taught more in depth in the following day. The children will learn about the importance of each
architectural feature as well as their modern contributions to todays society. The students will
learn these concepts through visual powerpoints, tactile note taking, and will be using technology
to further their learning experience.
History 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.
Computer Technology 3-5.6- Plan and apply strategies for gathering information, using a
variety of tools and sources, and reflect on alternate strategies that might lead to greater
successes in future projects.
A. Collect information from a variety of sources.
Conduct research using various types of text and media-based information.
B. Apply best practices for searching digital resources.
Apply effective search strategies that will yield targeted information.
Identify basic indicators that a digital source is likely to be reliable.

Objectives:
Given a detailed introduction of Roman city architectural features and a step-by-step guided
worksheet, the students will use the classroom computers to complete a scavenger hunt where
they will explore Rome more in depth. The students will be expected to complete the scavenger
hunt with 100% accuracy and be able to contribute to the class discussion that will ensue.
Procedure:
a.) Introduction:
- To begin, hand out a clipboard and fill in the blank worksheet to each student to
complete during the introduction powerpoint. Instruct students that the blanks on their
sheets are to be filled in with words from the word bank. The words in the word bank are
used in the powerpoint, so instruct students to pay attention to when those words are
used. Complete the first blank with the students as an example during the presentation.
Once the children are seated on the carpet, with their notes sheets, begin the powerpoint.
The presentation begins with the hook, a three minute video that takes us through the
ancient Roman Empire and touches on topics that will then be discussed in the
powerpoint notes. This viedo is called Three Minutes in the Roman Empire;
http://www.youtube.com/watch?v=ZmCtx11izBQ. Immediately following the short

Lesson Plan 3: Ancient Roman Architecture

video, proceed with the rest of the powerpoint presentation. Throughout the presentation,
carefully repeat information on the slides that correlate with the students notes sheet, to
help guide them in filling in the blanks. For example, on slide 3, repeat that the Roman
architecture shows Greek influence, meaning Roman architecture looks a lot like Greek
architecture. Repeating the information will indicate to students that they have a blank to
fill in with the given information.
(v, t, a)
b.) Development:
- After the powerpoint presentation, collect everyones notes sheets. Instruct students to
go back to their desks with their clipboards. Then hand out the scavenger hunt
worksheets. Review all of the directions written out on this sheet (including all the steps)
out loud. Next, partner all of the students (purposefully pair struggling students with
more advanced students). Once the directions have been covered and the students know
their partners, call them over to their computers. Give students 35 minutes to complete
their scavenger hunts.
- The students should be able to use each other to complete each task. However, if they
have trouble, there are computer use instructional posters in the computer area to refer to.
If they still cannot solve their problem, they can then raise their hands to ask for help. The
children have been taught to use their partners and other resources before using the
teacher as a last resort. The scavenger hunt will be using,
www.bbc.co.uk/schools/primaryhistory/romans. The worksheet will guide the students
through different areas of the site asking questions that should be able to be answered
depending upon which area of the site they are in. BBC provides different pictures and
videos, some of the questions will ask about videos or descriptions of pictures. This
activity is expected to be completed with 100% accuracy because they have access to the
answers and help from their partners.
(v, t, a)
For advanced students:
The advanced students will be challenged by helping the struggling students. They will also be
able to answer the bonus question at the end of the activity if they have time left over. The bonus
question is there if they have time, it will not count against them, only help them.
For struggling students:
Struggling students will have advanced partners during this activity. During the powerpoint they
had a word bank to aid them. In the scavenger hunt they will be able to have help from their
partners and if I see that they are still having trouble I will have emergency worksheets prepared
that have a wordbank included.
c.) Summary:

Lesson Plan 3: Ancient Roman Architecture

Following the scavenger hunt, ask the students to turn in their completed worksheet to the
back table and put up their clipboards. Instruct students to meet on the rug for a review
and quick discussion guided by question prompts.
Prompts:

What did you learn about Roman Aqueducts? (eg. used arches in design)
What is their purpose? (eg. carried water from outside sources into the
city)
What do we have today because of aqueducts? (eg. modern water supply)
What did you learn about Roman Roads? (eg. many were stone-paved)
What did you learn about the columns? (eg. Tuscan & Composite)
Did anyone find any fun facts from their hunt? (eg. Ancient Rome is
underground)
What is your favorite modern Roman contribution? (eg. clean water)
What was the Colosseum used for? (eg. gladiator combats)

During the discussion, note the students answers on the board. In addition, conduct a
brief check-in asking what the children liked and did not like about the activity. The class
discussion will wrap up the lesson leaving the children thinking about the days topics.
(a, v)

Materials:
18 Notes Worksheets
18 Scavenger Hunt Worksheets
18 Clipboards
Computers
Pencils

Evaluation A:
At the end of the lesson the students will have completed and turned in two worksheets
(The fill in the blank notes worksheet and the scavenger hunt worksheet). According to the
worksheets I will be able to tell the students new knowledge of Roman architecture, city
structures and modern contributions. The fill in the blank notes worksheet will inform me of the
students attentiveness during the powerpoint presentation and will provide a great reference for
later projects. The scavenger hunt worksheet will allow the students to use technology and
explore the ancient Rome topic in more depth while incorporating team work. I will assess the
two worksheets based upon completion. The oral discussion at the end of the activity will also
inform me of what the students have retained from the days lesson. The worksheets that are not
completed 100% will be completed at a later date in spare time, or I will have those students air
with a team who has completed the sheet to review the answers and discuss.

Lesson Plan 3: Ancient Roman Architecture

Evaluation B:
Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How well did you manage your time?

Did your students remain engaged throughout? If not, which areas of the lesson did
students lose interest?

Appendix A: Fill in the Blank Worksheet

Name:
Date:
Ancient Roman Architecture and Modern Contributions
Word Bank~
Tuscan

Composite

Corinthian

NOT

Grecian
Aqueducts

Underground plumbing

Channel

Doric

Bridges
plumbing

Ionic
Multi-level buildings

well

Best

Many

Sporting arena
Slide #1
Roman architecture shows

influence.

Slide #2
Romans added two more types of columns,

and

Slide #3
The Tuscan style looks like
The Composite style is

.
and

combined.

Slide #4
Romans did

invent the arch.

Romans used arches to support

and

Slide #5
The Romans used
They also used

to transport clean water into the city.

.

Appendix A: Fill in the Blank Worksheet

Slide #9
The rich had individual

The poor had to get water from a

Slide #10
On top of the arch supported bridges, there was a
city.

that carried the water into the

Slide #12
Roman roads were the

They were made with

layers to withstand weather.

Slide #14
The colosseum is the most well known

Slide #16
Please list one thing that you are thankful for:

Appendix B: Powerpoint

(All images retrieved from Google Image Search)

Appendix B: Powerpoint

(All images retrieved from Google Image Search)

Appendix C: Scavenger Hunt Worksheet

Your Name:
Partners Name:
Date:
Scavenger Hunt Worksheet
1. Enter http://www.bbc.co.uk/schools/primaryhistory/romans/ into your internet address bar.
2. Select the City of Rome, and read How did Rome get its name?
In what year did the building of Rome begin?
~Next, click on the picture of the bronze wolf statue on the right side of the screen.
Who are the babies in the sculpture?
~Continue to click the next button and read about the pictures.
List three of the Roman Emperors from the pictures:
1.
2.
3.
~Click on the Romans Index tab.
~Click on the technology tab.
~Click What are aqueducts?
Did Romans invent the arch?
What do aqueducts carry?
What was on top of the arches (choose one)?
A. Channels
B. Gutters
C. Pipes
Where does the city get its water?

~Explore the pictures on the right side of the screen. Find the picture of the aqueduct Pont du Gard.
Sketch a picture of the aqueduct.

Appendix C: Scavenger Hunt Worksheet

Where is Pont du Gard?

~Click on Did Romans have smelly drains?
Why is fresh clean water and sewers important?
~Watch The first Roman road being built to Britain Under the tab on the right side of the screen
that looks like a camera.
~Click on the Romans Index
~Click Roman Remains, go to How did Romans change the way we speak and write?
What language did educated people write in?
Are there words in English that come from Latin?
Give one example:
~Look through the pictures on the right side of the page.
~Find a picture of a Roman Road.
Sketch the picture of the road.

~Find a picture of Roman numerals.

Sketch a picture of the Roman numerals.

Appendix C: Scavenger Hunt Worksheet

~Click the Roman Index, choose Roads and Places tab.

How did people travel before roads?
What made the roads foundation?
~Click the Roman Index and go through different tabs to find three fun facts.
Write down 3 fun facts:
1.
2.
3.

Bonus: How did Rome begin according to Roman Legend?

When you are finished play Dig it Up: Romans!!!

Appendix D: Scavenger Hunt Word bank (for strugglers)

WORD BANK
Romulus

Julius Ceasar
Caligula

Augustus
Nero

Remus
Septimius Severus
Clean Water

NO
Springs,Rivers, or Lakes

South of France

People get sick and diseases without

Latin
YES
Horseback, Carts, Oxen, or Walking
Clay, Chalk, or Gravel

Pedestrian

Lesson Plan 4: Ancient Roman Architecture Continued

Ancient Roman Architecture Continued

Purpose:
This lesson plan will concentrate on the Colosseum, a major ancient Roman architectural
structure. In yesterdays lesson, the students learned about important Roman architectural
features, including the Colosseum. This lesson will provide useful information that will be
needed to complete a project at the end of the unit. The Colosseum includes many features of
ancient Roman architecture that was discussed in the previous days lesson. Activities of this
lesson will solidify the concepts of ancient Roman architecture learned thus far. It is important to
build the students schemas of ancient Roman architecture in order for them to fully comprehend
the contributions the ancient society made in terms of architecture to the modern Western world,
more specifically to the United States and here in Richmond Virginia, in the next days lesson.
History 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.
Physical Education 3.4~The student will demonstrate an understanding of the purpose for
rules, procedures, etiquette, and respectful behaviors while in various physical activity
settings.
a) Demonstrate independence and good use of time while engaging in physical
activity.
b) Provide input into establishing rules and guidelines for behavior in physical activity
settings.
c) Work cooperatively with peers.
Objectives:
Having viewed two educational videos about the Roman Colosseum, the students will be able to
participate in a quick-write with their groups, giving two learned facts from the video per
student.
In two groups of 9, the students will participate in a chariot (scooter) race which requires them to
match pictures to their description. The students will be able to match the pictures and
descriptions with 100% accuracy with their groups, in order to win the race.
Procedure:
a.) Introduction:
- In the beginning of class, tell the students that for the first half of the class period we
will be concentrating on the Roman Colosseum. Explain to them that we are going to
watch two short videos and to pay close attention, because they will have to write two
facts they learned afterwards. First, the students will view a youtube video called, The
Colosseum Quick Facts, which lasts approximately 2 minutes. Next, they will watch
Colosseum Fun Facts, which is also 2 minutes.
(v, a)

Lesson Plan 4: Ancient Roman Architecture Continued

b.) Development:
- Once the videos have been watched, hand out a large piece of writing paper for each
cluster of desks. With their table mates, the students will decide on one picture to draw in
the center of their papers to represent the Colosseum.
- Next, the students will take turns writing the two facts they learned from the two videos
around the picture on the paper. After each member of the table is done recording their
facts, the students will then share with each other what they wrote. Allow a 3-4 minute
discussion at each table. While the students are discussing, walk around to observe and
guide struggling discussions (struggling discussions may look like groups of students
who are not talking, and/or looking around the room, and/or discussing off-topic matters).
- When the discussions quiet, have each table share their most interesting fact. When each
table shares their fact, write it up on the white-board. Instruct the students not to repeat a
fact once it has been stated by another group. All of the posters will be posted around the
room as reference for future projects.
(a, v, t)
- Once the quick-write activity has been completed, instruct the students to line up to go
outside to the blacktop, where they will participate in a chariot race. Scooters will be
borrowed from the schools gymnasium to act as the childrens chariots. There will also
be four hula hoops, each at opposing ends of the blacktop marking the two teams paths
from descriptions to pictures. In the ending hoop, there will be pictures of Roman
architectural features, and areas of the Colosseum. The other hoop will contain
descriptions that match up to the pictures. Each team has their own pictures and
descriptions. The children will be divided into two groups of 9. They will then have to sit
on the scooter and race from one hula hoop to the other and collect one picture to bring
back. This process will continue until the team has retrieved all of their pictures. Once the
team has all of their pictures, they must then work together and communicate in order to
match the pictures to the correct descriptions. The team who correctly matches all of the
pictures and descriptions first wins the race. The children will have played this game
previously in the year with different content material, so they will be familiar with the
rules of the game. However, still go over the rules together orally as a class before
playing.
(a, v, t, k)
For advanced students:
Advanced students can write as many facts as they can remember from the videos, 2 will be the
minimum.
For struggling students:

Lesson Plan 4: Ancient Roman Architecture Continued

Struggling students may take notes while watching the videos to better remember what they see
and hear.
*For any physically disabled student; they may help out their teams with the matching process of
the outside game, or walk instead of use a scooter.*

c.) Summary:
Following the chariot race, return inside with the students and convene on the rug for a
review of the day. Begin by asking what they have learned in todays lesson. Then ask
what their favorite activity was of the day and why. Conclude the lesson by reviewing
facts from the posters and asking for the students to orally give their tickets home, which
will be describing one picture they saw used in the race.
(a)

Materials:
http://www.youtube.com/watch?v=1cfgcqbsWYw
http://www.youtube.com/watch?v=6ZdbuA5Zvwk
Poster paper
Pencils/markers
18 Scooters
4 Hula Hoops
8 Pictures
8 Descriptions
Evaluation A:
I will be able to asses what the students learned from the videos by their quick-writes
with their table groups. From their posters, I will be able to assess if the students took away
important information about the Roman Colosseum. According to the content of the posters, I
can decide if more time is needed on this topic. The chariot race will be a way to assess further,
the students understanding of all the ancient Roman features taught between the previous day
and todays lesson. In being able to write at least two facts from the video, I will know what
information was absorbed and the picture that the students draw on their poster will help them to
correlate the information with a symbol. Also, the two facts will show me that the students met
my objective. The race will allow students to review all the information that has been given to
them over the past 2 days and will give them a chance to be active. The matching aspect will
show me how well the students know the content. The fact that the groups must correctly match
the picture and definitions to win will show me that they have corrected misconstrued facts, and
now know the correct answers.

Evaluation B:
Did your lesson accommodate/address the needs of all your learners?

Lesson Plan 4: Ancient Roman Architecture Continued

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How well did you manage your time?

Did your students remain engaged throughout? If not, which areas of the lesson did
students lose interest?

Appendix A: Pictures and Descriptions for Chariot Race Game

The Romans used the Colosseum for gladiator duels, animal hunts, reenactments of famous
battles, sea battles, executions and dramas.

The colosseum is a huge open auditorium or amphitheater in the center of Rome, Italy. It is 620
feet long, 512 feet wide. The colosseum is shaped like an egg and can hold 50,000 people!

The colosseum is made of concrete, stone, and bricks.

Appendix A: Pictures and Descriptions for Chariot Race Game

The Romans created a column that looks like the Greek doric column, the tuscan column!

The Romans created a column that combined the Greek ionic and corinthian columns, the
composite column!

Appendix A: Pictures and Descriptions for Chariot Race Game

The Romans did not invent them, but used them to support large buildings and aqueducts.

The Romans used this to carry clean water into the city from near by streams, lakes, and
springs!

The Romans needed them to trade, and move their army on to get from place to
place. They built the best in the world and made them with several layers to last the
years, some are still used today!
(All images retrieved using Google Image Search)

Lesson Plan 5: Greek and Roman Architecture Contributions

Greek and Roman Architecture Contributions

Purpose:
This will be an end of the week lesson, tying in all of the concepts theyve learned about
ancient Greek and Roman architecture throughout the week and applying those concepts
to modern American architecture. This information is important for students to know
because the influence of Greek and Roman architecture is seen all around the United
States. More specifically, architecture in Washington D.C. and here in Richmond Virginia
is heavily influenced by ancient Greek and Roman architecture. Knowing the influences
of other cultures in the United States provides insight for students to have a better
understanding of the world around them. The students will travel around Richmond and
see the contributions of ancient Greece and ancient Rome to modern architecture through
real-life examples. Seeing the architectural features in person will reinforce the concepts
theyve learned all week.
History 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.
English 3.7 The student will demonstrate comprehension of information from a
variety of print resources.
a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books,
including online reference materials.
b) Use available technology.
Physical Education 3.1 The student will apply locomotor, non-locomotor, and
manipulative skills in increasingly complex movement activities.
a) Demonstrate most of the critical elements (small, isolated parts of the whole
skill or movement) for manipulative skills (e.g., throw and catch a variety of
objects, kick to stationary and moving partners/objects, dribble with dominant
hand/foot, pass a ball to a moving partner).
b) Use manipulative skills in movement combinations (e.g., perform manipulative
tasks while dodging and moving in different pathways; catch a rolled ball while
moving, and throw it back to a partner).
c) Demonstrate moving to a rhythm (e.g., perform simple dances in various
formations, develop and refine a creative educational dance sequence).
d) Refine individual gymnastics skills, and perform educational gymnastic sequences
with balance, transfer of weight, travel, and change of direction.
Objectives:
Given access to a variety of previous written activities and while working with a partner,
the student will compare and contrast the architectural features of Rome and Greece
using a venn diagram with at least 4 items in each section, and including at least two facts
found using the classroom reference materials.
After visiting and observing buildings in Richmond that contain architectural features of
both ancient Rome and Greece, the student will write the name of each location, which
architectural feature was prominent at that location, and which ancient culture it was
inspired by with 100% accuracy.

Lesson Plan 5: Greek and Roman Architecture Contributions

Procedure:
a.) Introduction:
- Students will have previously learned what the term contribution means, and they will
have learned contributions of both ancient Greece and ancient Rome to modern western
government and art.
- This lesson will begin with a field trip to several areas around Richmond that feature the
different elements of ancient Greek and Roman architecture. For this field trip, there will
be two groups of four students, and two groups of five students. Each group will be
assigned an adult chaperone. The chaperones will provide a brief description of the
history of each location (a flyer will be given to each chaperone with the descriptions of
each location). The chaperones will guide discussion about the architectural features of
each location. Each group will also be given two digital cameras to share and take photos
of the different architectural features they see at each of the locations. The chaperones
will point out any extra examples of Ionic, Doric, and Corinthian columns, as well as
Roman style arches, on the drive down Monument Avenue (featured on many apartment
buildings, and monuments along the drive) and encourage students to point out whenever
they see an example of Greek or Roman architecture on the drive.
(a, v, k)
Locations:

Jefferson Davis Monument - Doric Columns

2599 Monument Ave, Richmond, VA 23220
Virginia State Capitol - Ionic Columns
1000 Bank Street, Richmond, VA 23219-3673
Sacred Heart Cathedral - Corinthian Columns
800 S Cathedral Pl, Richmond, VA 23220
CSX A-Line Bridge - Roman Arches
Byrd Park Canal Dam, Richmond, VA 23221

- Upon returning from the field trip, each group will meet together in a different area of
the room to complete a graphic organizer about the field trip. They will be allowed to
work together as a group, and will have access to the digital photos they took on the field
trip on laptops. The student will list the name of each location, the architectural feature
prominent in that location, and whether the architecture was influenced by ancient Greece
or Rome.
(a, v, t)
b.) Development:
- After everyone has completed their discussion and worksheets, gather the students on
the rug. Guide the class through a discussion about the contributions of ancient Greece
and Rome to modern architecture with a powerpoint. For each slide, discuss the specific
features from the ancient cultures, and how they have been translated into American
architecture (in Richmond, and elsewhere in the United States). Encourage students to
discuss their experiences from the field trip.
Prompts:

What was your favorite location you visited today?

Lesson Plan 5: Greek and Roman Architecture Contributions

Did anyone see any Roman or Greek inspired architecture other than the
locations we visited? (mention the drive down Monument Avenue)
What differences do you notice between Greek and Roman architecture?
What similarities?
(a, v)
- Assign students partners based on which field trip group they were in; make sure each
pair of students are from different field trip groups. Hand out each pair of students 2 venn
diagrams. Instruct them to work with their partner to compare and contrast the
architecture from ancient Greece and Rome, but have the students fill out their own venn
diagrams. In Language Arts, the students will have been practicing using reference
materials to find information. Instruct them to list at least (but not limited to) four items
for each section of the venn diagram. Include in the instructions that the students must
include at least two facts from any of the reference materials offered in the classroom:
online reference sources on the classroom computers, encyclopedia set, architecture
reference books, or the Ancient Greek and Rome reference books. To remind the students
how to use each of the reference resources, briefly model to the students how to use each
resource for this assignment: how to search information on the online source, how to use
the alphabetic order in the encyclopedia to find information, and how to use the index and
glossary of the reference books. Encourage the students to include any differences they
noticed between the sites they visited on their field trip. Allow students access to each of
the written assignments they completed in the past week (the previous four lessons on
Greek and Roman architecture) to use as resources as well.
(a, v, t)
- When the students have finished, ask them to stand up and form a circle in the room for
a physical review of the material they learned during the week. Play the Pass the Ball
review game with the kids. Before playing, model the appropriate way to pass the ball to
someone else.
Instructions: With students in a circle, ask a question to the group. When a student
knows the answer, he or she raises their hand. Pass the ball to the student, he or
she catches the ball and then gives the answer.
If any student has something to add to the previous answer, the student with the
ball passes the ball to him or her to contribute. Once a student has answered and
passed the ball, he or she sits down, indian-style.
If students dont have anything more to contribute to an answer, move to the next
question.
If the student doesnt know the answer when he or she receives the ball, he or she
can then pass the ball to a friend to help.
The game is finished when all of the students are seated.
(Review questions for the Pass the Ball review game are attached)
(a, k)
For advanced students:

Lesson Plan 5: Greek and Roman Architecture Contributions

Ask these students to include details to compare and contrast contributions

of ancient Greece and Rome to modern government and art in their venn
diagrams.
Assign advanced students as the Team Leader during their field trip, to
provide answers for students who have questions about aspects of Greek
or Roman architecture.

For struggling students:

Provide students thinking stems, guiding questions, and appropriate wait
time to achieve answers during the Pass the Ball game.
Pair struggling students with more advanced students to be partners on the
venn diagram assignment.
c.) Summary:
When students have finished the Pass the Ball game, instruct students to meet at
the rug. Have a brief discussion with the class to wrap up the unit. Allow students
to share what theyve learned without prompts, but use prompts if the discussion
gets off topic.
Prompts:

What have you learned about Greek architecture this week?

(Parthenon, column styles)
What have you learned about Roman architecture this week?
(Colessium, arches, aqueducts)
What contributions from ancient Greece and Rome have you seen
here in Richmond? (Doric, Corinthian, and Ionic columns, arches)
What was your favorite activity this week?
(eg. scavenger hunt, clay sculpture, field trip, chariot race)

Materials:
4 Adult Chaperones
4 Flyers about the Field Trip locations for the chaperones
8 Digital Cameras
4 Laptops
18 Field Trip Graphic Organizers
Greek and Roman Architecture Contributions Powerpoint
18 Venn Diagrams
Bouncy Ball
Encyclopedia set

Classroom Computers
Ancient Greece reference book, Eyewitness Ancient Greece by Anne Pearson

Ancient Rome reference book, Ancient Rome by Simon James

Lesson Plan 5: Greek and Roman Architecture Contributions

Evaluation A:
When this lesson is over, I will have two different worksheets completed by the students.
I will assess their understanding of the contributions of Greece and Rome to architecture in
Richmond by the graphic organizers they complete at the end of the field trip. I will grade the
students first for accuracy of the items, and second for completeness. I also assess their venn
diagrams for completeness, accuracy of the facts included, and whether or not the students used
the appropriate sources. The venn diagrams will give me an accurate look at the ability of the
students to contrast the differing architectural styles between ancient Greece and Rome. I will be
conducting an informal assessment of the students during the Pass the Ball game. I will take
notes of the students who answered incorrectly or did not know the correct answers to the
questions given. For both of the written assignments, and during the game, I will be looking for
accurate descriptions of the architectural features and accurate matching of an architectural
feature with the ancient culture it was derived from.
Evaluation B:
Did your lesson accommodate/address the needs of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
How well did you manage your time?
Did your students remain engaged throughout? If not, which areas of the lesson did
students lose interest?

Appendix A: Field Trip Chaperone Flyer

Location 1
Jefferson Davis Monument
Address: 2599 Monument Ave
Richmond, VA 23220

Location 3
Sacred Heart Cathedral
800 S Cathedral Pl
Richmond, VA 23220

Features: Greek Doric Columns

Features: Greek Corinthian Columns

The Jefferson Davis Monument commemorates

Jefferson Davis, the first and only President of the
Confederacy. His monument features a figure of
Davis surrounded by thirteen Doric style columns,
representing eleven seceding states and the two states
who sent representatives to the Confederate
Congress.
(http://dc.about.com/od/getawaydestinations/ig/Rich
mond-Pictures-/Jefferson-Davis-Monument.htm)

Location 2
Virginia State Capitol
1000 Bank Street
Richmond, VA 23219-3673

Designed by New York architect Joseph H. McGuire,

the Cathedral is considered to be Virginia's finest
ecclesiastical example of the Italian Renaissance
Revival style. The building is constructed of Virginia
granite and Indiana limestone with a copper dome
and tile roof. Six fluted Corinthian columns support
the architrave on the front of the exterior, which
displays the motto "If Ye Love Me Keep My
Commandments" (John 14:15). The outline of the
coat of arms of the Diocese of Richmond appears
above the name of the church to the left of the
columns.
(http://www.richmondcathedral.org/about-us.html)

Location 4
CSX A-Line Bridge
Byrd Park Canal Dam
Richmond, VA 23221

Features: Greek Ionic Columns

The Virginia Capitol is a living landmark to
American self-government. Since 1788, it has been
home to the General Assembly, the oldest legislature
continuously operating in the Western Hemisphere.
Designed by Thomas Jefferson, the Capitol was the
first public building in the New World constructed in
the Monumental Classical style; it has served as a
prototype for countless capitols, courthouses,
municipal buildings, and even churches and
residences for more than 200 years.
(http://www.virginiacapitol.gov/)

Features: Style of Roman Aqueducts with

Arches
The CSX A-Line Bridge is a double
track concrete bridge that carries the North End
Subdivision of CSX Transportation over the James
River in Richmond, Virginia. The bridge was built in
1919 and was designed by John E. Greiner. The
purpose of this "million dollar bridge" was to create a
quicker, more direct route around Richmond. Its
style directly resembles and was influenced by the
ancient Roman aqueducts, with large arches.
(http://en.wikipedia.org/wiki/CSX_A-Line_Bridge)

Unit Evaluation

Unit Evaluation

Unit Evaluation

(All images retrieved from Google Image Search)

Unit Evaluation
Unit Final Project:
Students will have a choice of creating a brochure presenting either ancient Greek or ancient
Roman architecture. Students will pair with a partner who made a brochure of the opposing
society and the two will share the information included in their brochures with one another.
Brochure Project Rubric
CATEGORY

Spelling &
Proofreading

No spelling errors.

No more than two

spelling errors.

No more than 4
spelling errors.

Several spelling
errors in the
brochure.

Pictures

Brochure includes
multiple pictures of
either the Coliseum,
or the Parthenon and
multiple pictures are
included of each
architectural feature
of the ancient culture.

Brochure includes a
few pictures of
either the Coliseum
or the Parthenon
and a couple
pictures of each
architectural
features of the
ancient culture.

Brochure is missing
pictures of the
Coliseum or
Parthenon, or is
missing pictures of
one or more
architectural
features of the
ancient culture.

Brochure does not

include pictures of
the Coliseum or
Parthenon and does
not include pictures
of the architectural
features of the
ancient culture.

Content Accuracy

Includes at least 10
facts, and all facts in
the brochure are
accurate and relevant
to ancient Greek or
Roman architecture.

Includes less than

10 facts and/or 9990% of the facts in
the brochure are
accurate and
relevant to ancient
Greek or Roman
architecture.

Includes less than 6

facts, and/or 8980% of the facts in
the brochure are
accurate and
relevant to ancient
Greek or Roman
architecture.

Includes less than 4

facts, and/or fewer
than 80% of the
facts in the brochure
are accurate and
relevant to ancient
Greek or Roman
architecture.

Content Contributions

Brochure clearly
defines the
architectural
contributions of the
ancient society to the
Western world, and
specifically Richmond
Virginia.

Brochure defines
architectural
contributions of the
ancient society to
the Western world,
and specifically
Richmond Virginia.

Brochure defines
architectural
contributions of the
ancient society to
the Western world,
but not to Richmond
Virginia.

Brochure does not

define architectural
contributions of the
ancient society to
the Western world
or Richmond
Virginia.

Attractiveness
& Organization

The brochure has

exceptionally
attractive formatting
and well-organized
information.

The brochure has

attractive formatting
and well-organized
information.

The brochure has

well-organized
information.

The brochure's
formatting and
organization of
material are
confusing to the
reader.

20/20 points = 100%

19/20 points = 95%
18/20 points = 90%
17/20 points = 85%

A+
A
B+
B

16/20 points = 80% C+

15/20 points = 75% C
14/20 points = 70% D
13/20 points or below = F

Unit Resources List

Resources:
(L1)

Promethean Board
Google Earth
Powerpoint presentation with
pictures
18 Worksheets
18 Clipboards
Pencils
Life-size foam replicas of Doric,
Ionic, and Corinthian columns
Flyer for each station of three
stations, with pictures and
descriptions

(L2)

Life-size foam replicas of Doric,

Ionic, and Corinthian columns
Book, The Parthenon: Explore an
Ancient Greek Temple and its
Sculptures.
Promethean Board
Large-scale Parthenon image file
18 KWL chart worksheets
Activinspire Software
Activinspire KWL Chart Template
Doric, Ionic, Corinthian name cards
(6 of each, 18 total)
1-18 Numbered cards
Clay Sculpting tools
Clay, 6 colors: Red, Orange, Yellow,
Green, Blue and Purple
18 Rulers
18 Sculpture Name worksheets
Pencils

(L3)

18 Notes Worksheet
18 Scavenger hunt worksheet
18 Clipboards
Computers
Pencils

(L4)

Poster paper
Pencils/markers
18 Scooters
4 Hula Hoops
8 Pictures
8 Descriptions

(L5)

4 Adult Chaperones
4 Flyers about the Field Trip
locations for the chaperones
8 Digital Cameras
4 Laptops
18 Field Trip Graphic Organizers
Greek and Roman Architecture
Contributions Powerpoint
18 Venn Diagrams
Bouncy Ball
Encyclopedia set
Classroom Computers
Ancient Greece reference book,
Eyewitness Ancient Greece by Anne
Pearson
Ancient Rome reference book,
Ancient Rome by Simon James