Ancient Rome Unit

SS 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.
Essential Understandings:
The ancient Greeks and Romans were two groups of people who made significant
contributions to society in terms of architecture, government, and sports. The ancient
Greeks and Romans have influenced the lives of people today.
Essential Questions:
What styles in architecture used today came from ancient Greece and Rome?
What principles of government from ancient Greece and Rome are part of our
government?
What sporting events today came from in ancient Greece?
Essential Knowledge
Terms to know
contribution: The act of giving or doing something
direct democracy: A government in which people vote to make their own rules and
laws
representative democracy: A government in which the people vote for (elect) a smaller
group of citizens make the rules and laws for everyone
Architecture
The architects of ancient Greece and Rome used columns and arches in the
construction of their buildings. Ancient examples still exist today.
Greece: The Parthenon (columns)
Rome: The Colosseum and aqueducts (arches)
The Arts
Mosaics, sculpture, and paintings are displayed on buildings.
The government of the United States: The government is based on ideas developed in
ancient Greece and Rome.
Greece: Birthplace of democracy (government by the people); a direct democracy
Rome: Republican (representative) form of government; a representative
democracy
Sports
Olympic games of today are modeled after the games of ancient Greece.
Essential Skills
Locate and use information from print and nonprint sources.
Use resource materials.
Gather, classify, and interpret information.
SS 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.

SS 3.7 The student will explain how producers in ancient Greece, Rome, and the West African empire of
Mali used natural resources, human resources, and capital resources in the production of goods and
services.
Essential Understandings
Resources are used to produce goods and services.
Producers of goods and services are influenced by natural, human, and capital resources.
Ancient Greece and Rome had access to the sea (natural resource), so they used their
human and capital resources to produce ships (goods), which they used for transportation
(service) in trading.
Mali used human and capital resources to mine gold (natural resource).
Essential Questions
How do producers use natural, human, and capital resources to produce goods and
services?
What are some goods and services produced in ancient Greece, Rome, and the West
African empire of Mali?
What resources (natural, human, and capital) were used to produce goods and services in
ancient Greece, Rome and the West African empire of Mali?
Essential Knowledge
Terms to know
natural resources: Materials that come directly from nature (e.g., water, soil,
wood, coal)
human resources: People working to produce goods and services
capital resources: Goods made by people and used to produce other goods and
services (machines, tools, buildings)
producers: People who use resources to make goods and/or provide services
goods: Things that people make or use to satisfy needs and wants
services: Activities that satisfy peoples needs and wants
Ancient Greece was located on a peninsula with mountains and hills and was surrounded
by many islands and the Mediterranean Sea. Greece had limited rich soil. The people of
ancient Greece built ships, fished, made pottery, and farmed.
Ancient Rome was located next to a river. Rich soil for farming was limited. A variety of
trees grew in ancient Rome. The people of ancient Rome built ships, fished, made
pottery, and farmed.
The West African empire of Mali was located in Africa. Gold was a natural resource. The
people of Mali traded gold for salt.
Essential Skills
Gather, classify, and interpret information.
Draw conclusion and make generalizations about data.
Day 1
SOLS:

Materials:
Map of Italy

Ancient Rome Brain Pop Jr. video

Mr. Nicky Ancient Rome video
VA DOE Ancient Rome Characteristics
Blooms: Remember/Understand
Yesterday we learned about the contributions of Ancient Greece.

Today we are learning about the physical characteristics, human characteristics, and
adaptations to the environment of Ancient Rome and compare it to Ancient Greece (Venn
diagram).
Physical characteristics: southern region of Europe, capital of Italy, near Mediterranean Sea,
hills and mountains, limited rich soil, grapes and olives, located next to river (Tiber River)
Human characteristics: road builders, farmers, traders (Mediterranean Sea)
Adaptations to Environment: Farmed on hillsides (using terraced farming)
To be able to do this TSW label a map of Rome; discuss the physical characteristics, human
characteristics, and adaptations to the environment of Ancient Rome (read The Location and
Characteristics of Rome); and use a Venn diagram to compare and contrast Ancient Greece and Ancient
Rome.
You will show you can do this by
The students will be given a map of Rome. As a class, we will discuss the physical
characteristics, human characteristics, and adaptations to the environment of
Ancient Rome. As we are discussing, the students are expected to draw and label
the map appropriately. The students will also be expected to read the passage The
Location and Characteristics of Rome. Finally, the students will be asked to think,
pair, and share as we compare and contrast Ancient Greece and Ancient Rome on a
Venn diagram.
You will know you hit the learning target when the teacher listens to the students discussions and
evaluates the labeled maps and Venn diagram. Exit slip: What is a human characteristic of Ancient Rome?
Differentiation: reading to SPED students
Day 2
SOLS:

Materials:
Ancient Rome Architecture and Art PowerPoint
Blooms: Remember/Understand
Yesterday we learnedabout the physical characteristics, human characteristics, and adaptations to the
environment of Ancient Rome.
Today we are learning about the contributions of Ancient Rome (government, architecture, art).
To be able to do this TSW participate in a simulation of representative democracy, view and discuss
Ancient Roman architecture and art, and compare and contrast these contributions to Ancient Greece.

You will show you can do this by

At the beginning of the day, a student will be chosen as the class king or queen.
This student will be able to make laws according to his/her wishes (with the
teachers input), and the remaining students are citizens who must abide by the
rules (ex.: assigning the seating arrangement in class and in line, choosing the
games to play at recess, etc.). After simulating this activity for half of the day, have
the citizens describe how they felt about having only one person make all the
decisions without any input from them. Then, as a class, we will make connections
between representative democracy and Ancient Rome. To further their
understanding of representative democracy, the students will elect a representative
who they trust and who they believe will listen to their opinions. This elected
representative will use the classmates input to make a decision on what song they
make lyrics to about Anicent Mali (see next week for details). Next, the students will
learn about two more contributions of Ancient Rome: architecture and art. The
students will view and discuss pictures of Ancient Roman architecture and art.
Finally, the students will compare and contrast the contributions of Ancient Rome
and Ancient Greece using a Venn diagram.
You will know you hit the learning target when the teacher listens to the students discussions and
evaluates Venn diagram. Exit slip: List at least one contribution Ancient Rome has given us.
Differentiation: reading to SPED students
Day 3
SOLS:

Materials:
Vocabulary pictures
Paper
Scissors
Glue
Blooms:
Yesterday we learned about the Ancient Roman contributions of government, architecture, and art.
Today we are reviewing the physical characteristics, human characteristics, and contributions of
Ancient Rome.
To be able to do this TSW review their knowledge of Ancient Rome by making a graphic organizer
and making connections within Ancient Rome and with Ancient Greece.
You will show you can do this by
In order to review all the material we have learned about Ancient Greece, the students will create a
graphic organizer that depicts the physical characteristics, the human characteristics, the adaptations to
the environment, and the contributions of Ancient Rome. Then, the students will draw lines to make
connections between the characteristics of Rome. The students will also participate in a group discussion
where they will compare and contrast Ancient Rome to Ancient Greece and us.

You will know you hit the learning target when the teacher evaluates the graphic organizers and
listens to the students discussions. Exit slip: How were Ancient Rome and Ancient Greece similar?
Differentiation: reading to SPED students
Day 4
SOLS:

Materials:
Nameplate Mosaic
Coloring utensils
Blooms: Create
Yesterday we learned about the physical characteristics, human characteristics, and contributions of
Ancient Rome.
Today we are learning about the Ancient Roman contribution of mosaics.
To be able to do this TSW create a nameplate using the same techniques Romans used to make
mosaics.
You will show you can do this by
The students will be given a blank template of squares. They are expected to use
this template to create their own mosaic using their name.
You will know you hit the learning target when the teacher evaluates the student-created mosaic.
Differentiation: reading to SPED students
Day 5
SOLS:

Materials:
Nameplate Mosaic
Coloring utensils
Chromebooks
Interactive Achievement Assessment
Ancient Rome Brain Pop Jr. video
Blooms:
Yesterday we learned about the Ancient Roman contribution of mosaics.
Today we are continuing to create our nameplate mosaics and assessing our knowledge of Ancient
Rome.
To be able to do this TSW create a nameplate using the same techniques Romans used to make
mosaics and take an assessment on Interactive Achievement.
You will show you can do this by

The students will be given a blank template of squares. They are expected to use
this template to create their own mosaic using their name. When students are
taking the assessment, they are expected to work independently on the
Chromebooks.
You will know you hit the learning target when the teacher evaluates the student-created mosaics
and the Interactive Achievement assessment.
Differentiation: reading to SPED students