Thematic Unit Plan

Ancient Rome
Grade: 3
Unit Title: When in Rome
Subjects: History, Geography, Reading, Writing

Main Purpose:

The purpose of this unit is to help students gain an understanding of how the
contributions of ancient Rome coincide with the present world in terms of
architecture, government, and culture. In addition, students will be able to
locate and describe characteristics of ancient Rome using a map and explain
ways that the people of Rome adapted to the environment around them.
Also, the students will show understanding of fiction and nonfiction
pertaining to ancient Rome and explore new types of literature such as fairy
tales, myths, folktales, legends, and fables. Finally, students will use
information learned from the ancient Rome unit to write stories, letters, and
explanations that use specific vocabulary targeted at a certain audience
using different strategies.

Behavior Objectives:
I.
A.

II.
A.
B.
C.
III.
A.
IV.
A.

History
At the end of the unit the student will be able to explain how the
contributions of ancient Rome has influenced the present world in terms of
architecture, government (direct and representative democracy), and
culture.
Geography
At the end of the unit the student will be able to locate Rome on the map.
At the end of the unit the student will be able to describe the physical and
human characteristics of Rome.
At the end of the unit the student will be able to explain how the people of
Rome adapted to and/or changed their environment to meet their needs.
Reading
At the end of the unit the student will be able to read and comprehend works
of fiction and nonfiction including myths, folktales, and legends.
Writing
At the end of the unit the student will be able to write stories, letters, simple
explanations, and short reports about ancient Rome.

Content Outline
I.

History
A. At the end of the unit the student will be able to explain how the
contributions of ancient Rome has influenced the present world in terms of
architecture, government (direct and representative democracy), and
culture.
1. Architecture
a. Roman homes
b. Roads
c. Colosseum
d. Aqueducts
2. Government
a. Consuls
b. Senate
c. Republic
d. Emperors
e. Aediles and quaestors
f. Judiciary
3. People/leaders
a. Spartacus
b. Marius
c. Sulla
d. Pompey
e. Julius Caesar
f. Augustus
g. Mark Antony
h. Octavian
i. Tiberius
j. Caligula
k. Claudius
l. Nero
m. Class systems
i. Upper
ii. Plebeians
iii. slaves
4. Arts and culture
a. Homes
b. Fashion
c. Family
d. Food
e. School
f. Baths
g. Shopping

h.
i.
j.
k.

Gladiators
Forum
Gods and goddesses
Painting, sculpture, drama, literature
II.
Geography
A. At the end of the unit the student will be able to locate Rome and regions of
Rome on the map.
1. Review
a. Demonstrate north, south, east, west
b. Identify compass rose
c. Identify North America
d. Identify USA, Mexico, Canada
e. Identify Europe
f. Identify Rome
2. Regions of Rome
a. Navona
b. Pantheon
c. Colosseo/Foro Romano
d. Aventino
e. Garbatella
f. San Giovanni
g. Esquilino
h. San Lorenzo
i. Quirinale
j. Trevi
k. Republica
l. Marsala
m. Universita, etc.
B. At the end of the unit the student will be able to describe the physical and
human characteristics of Rome.
1. Next to the Tiber River
2. Many hills
3. Limited rich soil
4. Many different types of trees
C. At the end of the unit the student will be able to explain how the people of
Rome adapted to and/or changed their environment to meet their needs.
1. Farmers
2. (on hillsides)
3. Traders
4. (traded with other countries around the Mediterranean Sea)
5. Road Builders
6. Shipbuilders
7. Fishermen
8. Pottery Makers
III.

Reading

1.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
IV.
1.
2.
3.
4.
5.
6.

A. At the end of the unit the student will be able to read and
comprehend works of fiction and nonfiction including myths,
folktales, and legends.
Fiction and Nonfiction
Set a purpose
Make connections between previous experiences and reading selections
Make, confirm, or revise predictions
Compare and contrast settings, characters, and events
Identify the authors purpose
Ask and answer questions
Draw conclusions about character and plot
Organize information and events logically
Summarize major points found in fiction materials
Understand basic plots of fairy tales, myths, folktales, legends, and fables
Writing
A. At the end of the unit the student will be able to write stories,
letters, simple explanations, and short reports about ancient Rome.
Plan the story
Organize information according to story, letter, simple explanation and short
report
Write for a third grade audience
Peer revise short reports
Use vocabulary terms from the chapter to write a story
Write myths using the computer
Procedures and Activities
Procedures

Activities

Direct Instruction
Guided Lecture

Taking notes

Guided Lecture w/ Structured

Overview

Fill in the blank notes page

Didactic Questioning

Answering questions

Indirect Instruction
General
Reflective Discussion

Answering comprehension questions

Writing Prompts

Writing short stories about lives of

people in Rome

Think alouds

Responding to questions from peers

Map game

Identify correctly areas of Rome

Video

Gladiators in the Arena

Cooperative Learning
Writing myths

Use an example of a myth to rewrite

one of your own

Reading for meaning

Read others myths

Reflective discussion

Partner up and discuss each others

myth

Independent Study
Story Writing

Using knowledge of Rome, write a

story about life in Rome

Myth Writing

Using your partners myth, rewrite it

in your own words

Experiential Learning; Role Play

and mosaic

Accurately act out the rolls given

using knowledge of people of Rome
Create a mosaic using tiles from
construction paper

Instructional Aids and Resources

1.
2.
3.
4.
5.
6.
7.

Textbook
Video
Myth
Notes page
Computer
Comprehension questions
Map

Assessment
I.
A.
B.
C.
D.

Formal
Graded homework on the different aspects of life in Rome
Graded worksheet on the Gladiator video
Vocabulary test
Journals about what it would have been like to live in Rome

E.
F.
G.
H.

Writing a story
Writing a myth
Small daily quizzes
Comprehensive unit test
II.

Informal

A. Discussion through questioning and think alouds

B. Group myth reading and writing
C. Ungraded homework and worksheets

Lesson Map
Day 1: Connect previous unit on Greece to Rome unit
Introductory Powerpoint and fill in notes page using powerpoint
Read The History of Rome for homework
Chapter comprehension questions for homework
Day 2: Review history chapter
Group discussion questions
Read Roman Gods, Goddesses and Temples in class
Read a myth in groups
Intro to geography of Rome
Fill in the blank map for homework
Read The Roman People and their Lifestyle for homework
Day 3: Write a myth using Gods and Goddesses learned
Use Roman Homes, Fashion in Ancient Rome, Roman Family Life,
Roman Food,
School Days in Rome, Roman Baths, and Roman Painting,
Sculpture, Drama, and
Literature to write a journal entry about life in Rome.

Read Roman Government, The City of Rome, Roman Aqueducts,

and The
Gladiators and the Amphitheater for homework.
Day 4: Watch video Gladiators in the Arena
Using the chapter on Government, act out a role play
In groups, share and discuss the myths that were written
For homework, use the journal to write a story about a Roman
Day 5: Sports and culture
Quiz
Rewrite a partners myth in your own words, then share
Discuss the Roman influence
Create a mosaic from construction board tiles
Day 1 Lesson Plan Rome Unit:
Subject/topic; grade/class; time/period; lesson/date: History,
Geography
SOL: See unit plan
Content Outline: See unit plan
Rationale: See unit plan
Objective(s) of the lesson:

Using prior knowledge from the previous Greece unit, students will connect
this topic with Rome through class discussion.
Given an introductory powerpoint, the students will be able to fill out
completely a notes page on Ancient Rome.
Using the chapter on History in the book, the students will be able to answer
comprehension questions for homework.

Lesson Opening:

When the students walk into the classroom, there will be a packet containing
materials needed to complete the Rome project on their desks. As they sit
down, I will say, Please take out the first page of your Rome packet.
This should be a picture of someone from Ancient Rome. As the
students take out their pictures, I will float around the room to make sure
that everyone has their picture out on their desk. I want you to study the
picture for 2 minutes. Look at what the person is wearing, their
surroundings and what theyre doing. After two minutes, I will ask
you to flip the picture onto the back and try to write down as many
things that you can remember from the picture. Study your picture
starting, now. The students will study the picture for approx. 2 minutes.
Now, when I say go, turn your picture over and write as many things
as you remember for the next 2 minutes. Ready, set, GO! The
students turn the pictures over and recall information. After 2 minutes, I will
call time. Can anyone tell me some of the things they remembered
about their picture? I will accept 5-6 answers before moving on.

Connection:

Last week, we talked about Greece. Can anyone tell me some

similarities or differences in this Roman citizen and what we know
about Greek citizens? I will again accept about 5-6 answers and then
discuss some of the similarities and differences I found in the pictures before
starting the introductory powerpoint.

Instructional Strategies/Processes: Content:

You all have a notes sheet included in your Rome packet, please
take that out. As I show you the powerpoint, please fill in the blanks
as indicated on your notes page. To begin, I will take a few
responses regarding what you already know about Ancient Rome. I
will take 3-5 responses as necessary but not start a full out discussion just
yet. I will then flip to the first page of the powerpoint which is a map of Rome
and surrounding areas. I think a good place to start would be to look at
the geography of Rome. Can anyone locate Rome on this map? I will
have one student come up to the board and point to Rome on the map.

Thats right! Rome is located right here on the map (point to Rome).
Rome is located in a country that is shaped like a boot. Notice the
boot shape. Does anyone know what country this is? Accept 3-5
answers until someone answers with Italy. Awesome! The boot shaped
country that Rome is located in is called Italy. Italy is surrounded by
the Mediterranean Sea. We talked about the Mediterranean when
we talked about Greece. Now, the people who lived in Ancient Rome
were called Romans. I will now flip to the next slide featuring two pictures
of Romans. Here are some pictures of Romans. Look at the picture on
the left. What do you notice about the Romans in this picture?
Accept 3-5 responses. Good! These Romans are wearing traditional
clothing called a Toga. Togas were worn by women and men and
sometimes the Toga they wore reflected their social class. There
were three classes of people in Ancient Rome. The upper class, or
wealthy people; the middle class or plebeians; and the lower class
or slaves. What class do you think these Romans in the picture are a
part of? Accept 3-5 responses. The picture on the right represents
what is called a Gladiator. A Gladiator usually performed in front of
large audiences against other men or animals. Many people came
far and wide to see this spectacle in the ampitheater. A famous
ampitheater in Ancient Rome was the Colosseum. I will switch to the
next slide on the Colosseum. To the left we see a picture of what the
Colosseum looks like today. The Colosseum was built by the Ancient
Romans from marble, tufa, and concrete. The middle of the
Colosseum where the Gladiators fought is called the Arena.
Beautiful mosaics covered the walls of the Colosseum. Below, you
can see an example of the extravagant mosaics. Mosaics are created
using a tiling process. Later in the unit we will make our own
mosaics. Switch to the last slide on government. The government was a
very important aspect of Ancient Rome. Rome operated under a
form of government known as a Republic. This meant that Rome had
an emperor, which was sort of like the King of Rome. Under the
Emperor were men called consuls that gave advice to the King and
helped him make decisions about society. There was also a senate
that gave the consuls advice on how to govern. So the republic was
a system of many people working together to come up with laws on
how the republic of Rome should be run. Now that you know a little
background information on Ancient Rome, you should read the first
chapter The History of Rome for homework and answer these
comprehension questions. I will then pass out the comprehension
questions.

Products:

The student will be able to produce a notes page using the powerpoint.
The student will be able to produce a list of characteristics of the picture
provided.
The student will be able to produce some answers to comprehension
questions for homework using the reading.

Assessment:

Only informal assessment will be used during this lesson. The list from the
picture will determine how well the student is able to make predictions about
the Roman life and culture. The notes page will assess how well the students
comprehend the material presented. The comprehension questions will
assess how well the students understands the introductory chapter and what
they obtained from it.

Closure:

Keeping in mind the information that we obtained from the lesson

today, for homework you should read the chapter on the history of
ancient Rome. Pay close attention to important information in the
chapter as you are reading and answering the comprehension
questions. You will be expected to discuss these questions in small
groups tomorrow. Also, keep in mind the similarities and differences
we talked about between Greece and Rome. Please pass your
pictures with lists on the back forward and line up for recess.

Homework:

The reading of the chapter and short answers to comprehension questions

are expected for the next lesson.

Differentiation:

If students did not have prior knowledge related to Rome, I would spend
more time focusing on simple aspects of Rome and vocabulary that would

help them to better understand the topic. I will use many forms of learning
such as visual (powerpoint), auditory (lecture), and kinesthetic (writing).

Materials/Equipment:

Students will need the Rome packet containing all of the worksheets and
materials needed for the unit. They will also need the textbook in order to do
the reading homework. I will type up a short comprehension question sheet
for students to work through as theyre reading. A computer and projector is
needed in order to show the powerpoint.