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© Teacher Created Materials, Inc. A-1 #3605 Ancient Rome
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2Interdisciplinary and Integrated Learning—Active Learning—Cooperative Learning—Inquiry-Based Learning—Assessment and Evaluation—Preparation for the Workplace—HowThis Affects Students’ Lives—Curriculum Standards—How the Book Is Organized
Correlation of Activities to NCSS Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1
Management and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1Background Information for the Time Period—Chronology of Rome—Suggested ScheduleUsing 45-Minute Periods—Young-Adult Reading (Literature Circles, Management Tips,Young-Adult Literature List)—Suggested Resources for Teachers (Books and Videos)
Simulations and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-1Unit 1: Romulus and Remus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-2
Unit 2: The Punic Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-6
Unit 3: Roads, Bridges, and Aqueducts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-19
Unit 4: Ancient Roman Mosaics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-40
Unit 5: Republic to Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-47
Unit 6: Constantine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-70
Unit 7: Roman Museum Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-77
Unit 8: The Decline and Fall of the Roman Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-81
Student Handbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-iStudent Handbook—Level A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EA-1
Student Handbook—Level B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EB-1
Overhead Transparencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-1
Online Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-1
Appendices and Bonus Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-1Appendix A: Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-3
Appendix B: Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-79
A Rubric Bank for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I-1
Multimedia Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . J-1
Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . K-1
Bonus Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L-1
#3605 Ancient Rome A-4 © Teacher Created Materials, Inc.
Introduction
➢ Curriculum StandardsAll of the activities in this book have been developed and correlated to meet the recommendationscontained in Expectations of Excellence, Curriculum Standards for Social Studies, developed by theNational Council for the Social Studies, 1998. The standards that apply to specific activities in thebook are listed in Section B. The numbers and letters represent the corresponding national standards.Each activity listed is annotated. In this way a teacher can see how the activities meet the nationalcurriculum standards.
➢ How the Book Is OrganizedEach of the notebooks in this series is organized in a user-friendly format with 12 sections.
Section A introduces the teacher to the specific book and provides an overview of theExploring History series.
Section B outlines the ways in which specific activities meet the curriculum standardspublished by the National Council for the Social Studies (NCSS). For easy reference,page numbers follow each description.
Section C provides general background for the teacher and includes helpful materialabout scheduling activities in the classroom. Relevant resources to enhance andsupplement the unit are provided here. Among the resources that may be included ineach book are topic-related books for teachers and students, videos, period art, music,dance, and Internet resources.
Section D gives necessary background information for each simulation and activity, aswell as directions for implementing the activities in the classroom and using the materialsin the student handbooks. A list of applicable curriculum standards precedes each activity.
Section E houses the student handbooks. Each handbook includes information pagesand reproducible activity sheets to be completed by students as they work through thesimulations. The Level A (grades 5–8) and Level B (grades 8 and up) handbooks areready to use and have been prepared so that the teacher can pull out and reproduce theappropriate units. Both levels essentially include the same materials and lessons, withvariations in difficulty level of content, format, and vocabulary. The activities in thehandbooks are used with the lessons in the Simulations and Activities teacher section,where they are listed as EA (refers to Level A handbook) and EB (refers to Level Bhandbook) and followed by the appropriate page numbers.
Section F provides the teacher and students with overhead transparencies of key worksheets, charts, and other materials that might serve as focal points of a lesson, review, orpresentation.
Section G connects the classroom with the Internet. The lessons and activities enrichthe unit and give students the opportunity to share their experiences with other studentsaround the world.
A
f
b
c
d
e
g
© Teacher Created Materials, Inc. A-5 #3605 Ancient Rome
Introduction
➢ How the Book Is Organized (cont.)
Section H is divided into two parts. Appendix A contains reproducible pages forimplementing and managing the units in Section D. Appendix B is the answer key forobjective activities.
Section I introduces teachers to a rubric bank and suggests ways to implement andcustomize the 100 plus criteria to create rubrics that serve the needs of students as theycomplete the activities. The rubric bank is included on the Assessment CD as aMicrosoft Word® document so that teachers can cut and paste the criteria to createpersonalized rubrics. Teachers and students can use the supplementary guide tonegotiate and develop criteria for the activities in the book. The rubric bank can also beused as an evaluation tool in other subjects or projects.
Section J contains the User’s Guide for the Multimedia Resources CD. The guideincludes information about using the viewer program, ideas on how to use the collectionin the classroom, and thumbnail photo images, clip art, and documents for quickreference.
Section K was created to assist teachers with the assessment process. Included in thissection are multiple choice and essay quizzes as well as a final test. Schedule testing tomeet your particular classroom needs. The assessments are also available on theAssessment CD as Microsoft Word documents. Teachers can edit and revise thesedocuments to better meet their needs or to more accurately assess the content that wascovered within their classrooms.
Section L provides teachers and students with handy manipulatives to be used withspecific activities or as motivational tools throughout the unit. The bonus items mayinclude maps, charts, activity cards, games, or information cards. Many of the bonusitems can be adapted for use with extension activities you may wish to include.
h
I
J
K
L
A B C
FE
D
G H
Table of Contents and
Introduction
Correlation of Activitiesto NCSS Standards
Management and
Resources
Simulations and
Activities
Student Handbooks
OverheadTransparencies
Online Connections Appendices
I J K LRubric Bank
MultimediaResources Assessments Bonus Items
Correlation of Activities to NCSS Standards
Standard V: Individuals, Groups, and Institutions
a. Demonstrate an understanding of concepts such as role, status, and social classin describing the interactions of individuals and social groups.
1. Magnetic Debate—The Magnetic Debate that takes place allows students to address the issues thatmade the Romans so unique in character, temperament, and personality, and enabled them to survivemilitary disasters that would have destroyed and annihilated a lesser people. (D–14)
2. From Old to New—Antony and Cleopatra by William Shakespeare—Understanding the roles of MarcAntony and Cleopatra in the Shakespearean tragedy and writing their own modern versions of the playallows students to consider and examine the roles people play in their communities and the effect ofsocial status and perception on the actions people take. (D–54)
3. Mystery Box Game of Famous Individuals—Students consider the role and status of an individual forwhom they must construct a mystery box, which never mentions the name of their “mystery”personality yet supplies ample information about the political activities of the rich and wealthyoligarchs who played leading roles in the Roman Revolution. (D–63)
4. Masada—The final conclusion that the students must come to in the “decision card” activity will bethe most difficult, but it will allow the class to understand the leadership role and the status of Eleazarben Yair within the Zealot community and how individual weaknesses and misgivings were pushedaside for the common good of all. (D–66)
b. Analyze group and institutional influence on people, events, and elements ofculture.
1. Museum Scavenger Hunt—This lesson asks students to analyze and examine all of the major culturalinstitutions and innovations of the Roman Republic and Roman Empire that influenced the events andthe diverse populations over a period of one thousand years. (D–79)
c. Describe the various forms institutions take and the interactions of people withinstitutions.
1. The Socratic Seminar—This is an activity where students are called upon to take part in a forum thatdiscusses the positive and negative aspects of Constantine’s decision to recognize Christianity as thestate religion of the Roman world. (D–73)
e. Identify and describe examples of tensions between belief systems andgovernment policies and laws.
1. The Socratic Seminar—In this activity, students engage in a discussion to determine the ultimateresults of Constantine’s decision to make Christianity the state religion of the Roman Empire. Thetension between the old pagan belief system and the new Christian system is considered in the contextof this activity. (D–73)
© Teacher Created Materials, Inc. B-9 #3605 Ancient Rome
© Teacher Created Materials, Inc. C-19 #3605 Ancient Rome
Young-Adult Reading
Management and Resources
*Average Reading Level (Key: E = EASY, grades 4–6; A = AVERAGE, grades 6–8; D = DIFFICULT, grades 8–10)
ARL* Book/Publisher Information Book Summary
ABlacklock, Dyan. Pankration: TheUltimate Game. 1999. 192 pp. AlbertWhitman & Co.
Adventure set in 430 B.C. tells of Nicasylus whofights pirates, escapes slavery, and makes it to theOlympics.
ABradshaw, Gillian. Beyond the NorthWind. 1993. 184 pp. GreenwillowBooks.
A young magician is sent by the Greek GodApollo to stop an evil queen from destroying asmall griffin tribe.
EMiklowitz, Gloria D. Masada: The LastFortress. 1999. 198 pp. EerdmansPublishing Co.
Simon ben Eleazar, 17, explains the siege atMasada, which ultimately pushes them to choose tocommit suicide rather than give the Romans thesatisfaction of taking them as prisoners.
AOrgel, Doris. We Goddesses: Athena,Aphrodite, Hera. 1999. 144 pp.Dorling Kindersley.
Three goddesses describe their lives fromchildhood to womanhood, as well as theirescapades. (some sexually descriptive sections)
A Ray, Mary. The Golden Bees. 1984.152 pp. Faber & Faber.
A princess loses a famous bee earring and appealsto Kenofer to find it for her. As he travelsthroughout Greece, he realizes that he is beingprotected by the bee goddess.
A Rubalcaba, Jill. The Wadget Eye. 2000.156 pp. Houghton Mifflin Co.
Damon and Artemis venture from Egypt andexperience the excitement and thrills of theMediterranean world as they search for Damon’sRoman father who is serving in the Legions.
ASpeare, Elizabeth George. The BronzeBow. 1997. 254 pp. Houghton MifflinCo.
Examines a boy’s emotional growth during theRoman occupation of Judea.
A Sutcliff, Rosemary. The LanternBearers. 1959. 279 pp. Sunburst.
Aquila, a young officer decides to join the forcesof the Roman-British leader Ambrosius to fightagainst the Saxon hordes.
A Winterfeld, Henry. Detectives in Togas.1984. 249 pp. Harcourt.
Young Rufus is wrongly accused of turning aschoolroom to shambles and of writing graffiti ona temple. Do his friends help him solve the cluesbefore he loses his freedom?
EYarbro, Chelsea Quinn. Four Horses forTishtry. 1985. 218 pp. OlympicMarketing Corporation.
Tishtry performs stunt horseback riding with thehope that she can buy her family freedom fromslavery during the Roman Empire.
© Teacher Created Materials, Inc. D-1 #3605 Ancient Rome
Section Table of Contents
Unit 1: Romulus and Remus . . . . . . . . . . . D–2Background Information for the Teacher . . . . D–2Pre-Activity: Simulating Oral History. . . . . . D–3Activity: Comparing the Myths of Romulus and Remus . . . . . . . . . . . . . . . . . . . D–5
Unit 2: The Punic Wars . . . . . . . . . . . . . . . D–6Background Information for the Teacher . . . . D–6Simulation 1: Hannibal’s War with Rome . . D–11Pre-Activity: Making Decisions . . . . . . . . . D–11Activity: Hannibal’s Decisions . . . . . . . . . . D–11Post Discussion: War in the World Today . . D–13Simulation 2: Magnetic Debate . . . . . . . . . D–14Background Information for the Teacher . . . D–14Pre-Activity: Preparation for the Magnetic Debate . . . . . . . . . . . . . . . . . . . . . D–15Activity: Should Capua Side with theCarthaginians or Stay with the Romans? . . . D–18
Unit 3: Roads, Bridges, and Aqueducts . . D–19Background Information for the Teacher . . . D-19Roads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D–21
Background Information for the Teacher D–21Pre-Activity: The Viae of the Roman Empire. . . . . . . . . . . . . . . . . . . . D–23Simulation 3: All Roads Lead to Rome (Via Simulation) . . . . . . . . . . . . . . . . . . . D–24
Bridges . . . . . . . . . . . . . . . . . . . . . . . . . . . . D–26Background Information for the Teacher D–26Pre-Activity: Understanding the Feel of an Arch . . . . . . . . . . . . . . . . . . . D–28Activity: Arched Bridge Building Contest . . . . . . . . . . . . . . . . . . D–29
Aqueducts . . . . . . . . . . . . . . . . . . . . . . . . . D–34Background Information for the Teacher D–34Experiment 1: The Covering of Aqueducts . . . . . . . . . . . . . . . . . . . . . . . D–36Experiment 2: The Incline of Aqueducts . . . . . . . . . . . . . . . . . . . . . . . D–37Experiment 3: Underground Water . . . . D–39
Unit 4: Ancient Roman Mosaics. . . . . . . . D–40Background Information for the Teacher . . . D–40
Pre-Activity: Tiling in Our World . . . . . . . . D–42Activity: Creating a Roman Mosaic . . . . . . D–45
Unit 5: Republic to Empire . . . . . . . . . . . D–47Antony and Cleopatra. . . . . . . . . . . . . . . . . D–47
Background Information for the Teacher . . . . . . . . . . . . . . . . . . . . . . D–47Pre-Activity 1: An Introduction to the Warning Signs of Suicide. . . . . . . . . . . . D–51Pre-Activity 2: Setting a Plan of Action for Studying Antony and Cleopatra . . . . D–52Pre-Activity 3: Journal from Point of View of Antony, Octavius, or Octavia . . . . . . . . . . . . . . . D–53Simulation 4: From Old to New—Antony and Cleopatra by William Shakespeare . . . . . . . . . . . . . . . D–54Post Discussion of Antony and Cleopatra . . D–55
The Civil Wars of Ancient Rome . . . . . . . D–57Background Information for the Teacher . . . . . . . . . . . . . . . . . . . . . . D–57Pre-Activity: Researching for the Mystery Boxes. . . . . . . . . . . . . . . . . . . . D–59Activity: Mystery Box Game of Famous Individuals . . . . . . . . . . . . . . . . D–63
Masada. . . . . . . . . . . . . . . . . . . . . . . . . . . . D–64Background Information for the Teacher . . . . . . . . . . . . . . . . . . . . . . D–64Simulation 5: Masada . . . . . . . . . . . . . . D–66
Unit 6: Constantine . . . . . . . . . . . . . . . . . D–70Background Information for the Teacher . . . D–70Activity: The Socratic Seminar . . . . . . . . . . D–73
Unit 7: Roman Museum Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . D–77Background Information for the Teacher . . . D–77Pre-Activity: Poetry as a Form of Written Record . . . . . . . . . . . . . . . . . . . . . . D–78Activity: Museum Scavenger Hunt . . . . . . . D–79
Unit 8: The Decline and Fall of the Roman Empire . . . . . . . . . . . . . . . . . . D–81Background Information for the Teacher . . . D–81Experiment . . . . . . . . . . . . . . . . . . . . . . . . . D–83
Simulations and Activities
© Teacher Created Materials, Inc. D-73 #3605 Ancient Rome
Simulations and Activities
Constantine
Activity: The Socratic SeminarIn this simulation, students will participate in a Socratic Seminar, an educationally oriented discussionin which ideas, principles, or issues are examined. Students sit in one large circle discussing, in thiscase, whether or not Constantine’s policy to establish Christianity as the state religion hindered orhastened the decline and fall of the Roman Empire in the West. They must cite examples within thebackground information provided to substantiate their points. Students will use the Socratic method,originally implemented by the philosopher Socrates, who applied rigorous questioning to his teachingof Athenian youths in 400 B.C.
Materials
• Student Handbook (Section EA or EB)Constantine the Great (EA–30 or EB–30)Assessment of Socratic Seminar Participation (EA–31 or EB–31)
• Reproducibles (Section H)Reasons for the Decline of the Roman Empire—Accelerated by the Church (H–70)Reasons That the Church Unified the Roman Empire (H–71)Sample Rubric for Socratic Seminar (H–72)
The Role of the InstructorBefore any good seminar, you and the students should be well versed in the topic area. Share thebackground information with the students, charting the important facts on the board. The role ofSocrates, or in this case, you (the teacher or leader), is three-fold:
a. Ask a series of open-ended questions to which the answers can vary. These questions shouldexplore ideas, values, and issues within the reading rather than focusing on facts.
b. Draw out the participants’ reasoning behind the responses or the implications of the participants’reasoning. These probing questions ask students to think divergently, but in a way that helps themmake connections between their views and what was presented in the prepared text.
c. Encourage a two-way discussion between participants whenever views appear to be in conflict.When opposing ideas exist, encourage students to discuss and clarify their positions rather thanbringing the focus back to you.
Establishing the Rules for Socratic SeminarIt is important for you to set the stage with students when conducting the Socratic Seminar. There arecertain rules that need to be in place. Explain to students that when they meet for the Socratic Seminar,they will be sitting in one large circle. Their role will be to discuss the three texts that have beendistributed: Reasons for the Decline of the Roman Empire—Accelerated by the Church and ReasonsThat the Church Unified the Roman Empire found in Section H and Constantine the Great from thestudent handbook. They are to determine whether or not Constantine’s decision, after his great victoryover Maxentius at the Milvian Bridge in A.D. 312, to make Christianity the state religion of the Romanworld actually had a positive or negative effect. Did it hasten or put off the decline and fall of theRoman Empire? The Socratic Seminar is a large forum for the purpose of discussion. Questions willbe posed to encourage students to discuss the issue at hand and help them come to a decision.
#3605 Ancient Rome D-74 © Teacher Created Materials, Inc.
Simulations and Activities
Constantine
Activity: The Socratic Seminar (cont.)
Rules Pertaining to the Questioning TechniqueThe opening questions in a Socratic Seminar set the tone and the direction, encouraging theparticipation of the students. Included here is a list of sample questions; however, the questions willhave to be modified according to the text being discussed and the groups discussing it. There is no wayto predict how the discourse will proceed. Even after using Socratic Seminar with the same text, youwill be surprised how a new group of students can interpret it in a way that you never imagined. Thatis the challenge of this method, yet it is also what makes the activity fun and interesting!
Here is a list of things for the instructor to consider when designing questions for Socratic Seminars.
I. The opening question should address at least one of these criteria:
a. It should introduce an idea, a theme, or topic that is relative to the selection.
b. It should be open-ended, where there is more than one response or answer.
c. It should capture the interest of the participants to engage them in challenging dialogue.
d. It should raise an issue of concern in that it is enduring and timeless.
e. It should be used to assess whether students did or did not understand the text.
Specific Opening Question for this Seminar“Is there any truth to the accusation that Constantine’s decision to establish Christianity as a statereligion hastened and accelerated the decline and fall of the Roman Empire? You are part of apanel investigating the effect of the Christian church upon the decline and fall of the RomanEmpire. You are to determine whether or not Christianity as a state religion had a negativeinfluence and accelerated the eventual destruction of the empire or had a positive influence andpreserved the empire a bit longer before its fall.” On the following day, begin the SocraticSeminar with the opening question and allow the students to discuss the case.
II. Once students are engaged in discussion, the core questions should encourage them to stretchtheir knowledge and relate it to other situations. For example:
a. How is your point supported in the text? Please refer to it for clarification.
b. Describe in detail what is meant by ____________?
c. In what ways would you evaluate ____________?
d. Where else in the text can you find evidence of ____________?
e. On what basis did you form an opinion?
f. How would you rank ____________ and why?
g. Describe in detail how you know this to be true or false.
h. Could there be other reasons that would place ____________ in such a position?
i. In what ways have you considered opposing views before you came to this point?
j. For what reasons can you trust the validity of this source?
k. What other questions would you have liked to ask about the situation?
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Simulations and Activities
Activity: The Socratic Seminar (cont.)
Rules Pertaining to the Questioning Technique (cont.)
III. Closing questions should encourage students to walk away with the big picture.
a. What title would you give this piece?
b. Describe in detail the most important point of the piece.
c. Describe your answer to the opening question now that we have discussed the piece.
d. In what ways did your thinking and your opinion change now that we have discussed thepiece?
e. For what reasons did you change your mind from your original view?
f. If you were confused at first, in what ways did the discussion help you form an opinion?
g. Describe in detail what you have learned from this piece and how it will help you to be a betterperson.
h. In what ways have you considered opposing views before you came to this conclusion?
i. At first, were you quick to make a judgment? If so, describe in detail how this process helpedyou to draw a conclusion with better clarity.
AssessmentAsk students to place themselves in the role of the teacher. What would a teacher look for whengrading a student’s performance? Ask students to generate ideas in cooperative groups. Call on onestudent from each group and have him or her report one idea. Chart the results. Tell students that theywill be assessed by you, their peers, and themselves using the Assement of Socratic SeminarParticipation sheet from the student handbook.
Here are sample goals for student behavior during the Socratic Seminar.
a. Come prepared with notes and questions in the margins.
b. Underline key words or phrases to help find specific sections.
c. Look at fellow students to engage in discussion, rather than at the teacher.
d. Support ideas by making references to the text (i.e., page #, paragraph #).
e. Back-up points mentioned with examples and reasons.
f. Ask good questions of one another. If you don’t believe an answer or are unsure of the validity,ask for clarification.
g. If someone goes off on a tangent, try to bring the group back to the question that is beingdiscussed.
h. Be courteous; when disagreeing, do it in an agreeable fashion.
i. Enjoy and engage in the seminar.
j. Just because the bell rings, doesn’t mean that your brain shuts down! Don’t hesitate to continueto discuss what took place in the seminar later with your friends or parents.
Constantine
Constantine
Activity: The Socratic Seminar (cont.)
Result of this Specific SituationAfter much discussion, it is difficult to disagree with some of Edward Gibbon’s conclusions in hismonumental history, The Decline and Fall of the Roman Empire. He found that Christianity had moreof a divisive effect on Rome than the cohesive one for which Constantine the Great had hoped. ButGibbon does not have the final word, and there is room for doubt and for opposing opinions andperspectives. The vast treasure lavished upon the Christian church, and the spending in which thechurch engaged, might have been better used for expenditures on frontier fortifications and the mountedformations that proved so effective against the barbarian incursions. The Romans couldn’t have theircake and eat it too; the expense of the mounted troops tripled the military budget, especially when allthe expenses for horses, barracks, forage, and pay for the soldiers were added together. Instead ofglorious basilicas and churches that were expensively and lavishly decorated and maintained, theempire might have been better served by the mounted troops who could have stemmed the tide ofbarbarian invasions.
The monasteries that were sprouting all across the Roman world drained away the valuable labor thatwas essential for agriculture and vital crafts and industries. The thousands of men and women whobecame monks and nuns, who took vows of celibacy and poverty, accelerated an already declining birthrate that resulted in depopulation, a troubling trend in the dangerous times of the fourth and fifthcenturies A.D. The Christian church had a further negative effect when it attracted the capable andtalented men who would otherwise have served the state as governors, administrators, officials, andcommanders of the legions. Had the church possessed the unity that Constantine had envisioned, itmight have succeeded in bringing the state together as the official religion. Instead, it was burdened bytheological disputes that further split the eastern and western parts of the empire. The Arrian andMonophysite heresies led to a schism and a lasting bitterness and animosity that is still evident today,with the Papacy entrenched at the Vatican and the Patriarchy (Greek Orthodox) in the East. And afterall, how much did the establishment of the Christian church change the national character of theRomans? It is evident that the Romans of the fourth and fifth centuries A.D. were not the same asthose who fought against Hannibal. The Romans of the third century B.C. were as brutal and callous asany enemy that they had to confront. Even after suffering devastating and horrid defeats, they werestill determined to fight no matter what treasures had to be spent and blood shed to gain the finalvictory. Those qualities no longer seemed to be in evidence as the empire neared its end. Was itbecause the Christian teachings of “turning the other cheek”? Was the “Sermon on the Mount” adeciding factor, to “do unto others as you would have them do unto you”? Did the Romans believe, asJesus said, that “the meek would inherit the earth”?
In spite of all the negative views, the following must be taken into account and should be remembered:As there was a “Romanization” that took place throughout the empire, there was also a“Christianization.” The Roman world embraced the teachings of the Christian church and took them toheart. It probably went far to making the people of the empire more gentle and kind; more “human” inthe modern sense. It was also due to the Christian church that the culture and civilization of the Greco-Roman world survived to become the foundation of Europe and the modern world. The barbarians mayhave destroyed the governing apparatus of the Roman Empire, but the Christian church preserved thelearning, the knowledge, and the advances made in the arts, sciences, philosophy, and literature. IfConstantine’s step in making Christianity the state religion accelerated the decline of the Roman Empire,in equal measure it was the same Christianity that preserved antiquity and hastened the rise of the West.
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Simulations and Activities
Constantine the Great
Flavius Valerius Constantinus Augustus, who is known in history as “Constantine theGreat,” was born on the 17th day of February, A.D. 280, at Naissus in Moesia (MEE’-sha;what is today Serbia and northern Bulgaria). His father was Constantius Chlrous, a greatmilitary commander, who was also emperor of the western Roman Empire for a shortperiod of time. He died in Britain in A.D. 306, and Constantine was proclaimed emperorby the Roman legions stationed at York. He was only 27 years old at the time, and hewas strong and handsome. He was an experienced soldier, having served withDiocletian (emperor of Rome A.D. 384–385) in Egypt, and also later in some of the fight-ing against the Persians. Constantine was energetic, and his personality and strength ofcharacter quickly earned him the loyalty and respect of his men.
The Struggle for PowerEven though his legions in Britain named him emperor, that was not enough to make himthe actual emperor of the entire empire. Constantine, like some of the others, was ausurper, which meant that he tried to win power by force. He was not rightfully next inline for the throne. Constantine knew that he would have to be careful and patient if hewere going to take over. There were other powerful and wealthy politicians in Rome whoalso had command of legions; and they, too, were eager to seize power. There was adifficult power struggle over the next few years, and there were many bloody battles andshifting alliances. In A.D. 312, when Constantine was 33, he made the decision to strikeinto Italy and directly at Rome. He acted with boldness and resolution. Constantine’slegions had been fighting wars for the last several years and had beaten the Germantribes along the frontiers in Gaul. They were experienced, well trained, and ready foraction. More importantly, they were loyal to their commander. Constantine’s battle wasfast and furious, as he beat his rivals at Turin and Verona. He proceeded to another bat-tle at Saxa Rubra outside Rome and the Milvian Bridge.
The Milvian BridgeThe day before the battle, Constantine had a dream that instructed him to order histroops to place the Greek letters chi and rho, the first two letters of the Greek word forChrist (Christos), on their shields. The very next day, right before the two armies clashedon the battlefield, Constantine had another dream in which he saw a cross above the bril-liant light of the sun, and beneath it the words in hoc signo vinces, which indicated thathe would win the battle by the light of the cross. The battle that day was brutal. As theenemy ran from the battlefield and tried to retreat across the Milvian Bridge, they wereforced into the Tiber River, where thousands were drowned. Against all odds,Constantine won the battle. Eventually, Constantine became the only emperor of theRoman Empire. Since he had won the battle at the Milvian Bridge fighting under the signof the cross, he eventually made Christianity the state religion of the empire. He gavethe Christian Church such power and recognition that many in his empire converted tothe religion.
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Student Handbook—Level A
© Teacher Created Materials, Inc. EA-31 #3605 Ancient Rome
Assessment of Socratic Seminar Participation
Name: ____________________________________________________
Topic: ____________________________________________________ Date: ___________
My favorite part of this seminar was . . .
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My least favorite part of this seminar was . . .
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During this seminar, I . . . Disagree Agree
a. was well prepared 1 2 3 4
b. addressed key issues 1 2 3 4
c. spoke with clarity 1 2 3 4
d. listened well 1 2 3 4
e. used proper eye contact 1 2 3 4
f. supported my statements with evidence 1 2 3 4
During this seminar, other participants . . .
a. were properly prepared 1 2 3 4
b. addressed key issues 1 2 3 4
c. spoke with clarity 1 2 3 4
d. listened well 1 2 3 4
e. used proper eye contact 1 2 3 4
f. supported statements with evidence 1 2 3 4
My overall impression of this Socratic Seminar was . . .
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Student Handbook—Level A
#3605 Ancient Rome H-70 © Teacher Created Materials, Inc.
Reasons for the Decline of the Roman Empire—Accelerated by the Church
1. Money—When Constantine established Christianity as a state religion, it unintentionallyaccelerated the decline and fall of the Roman Empire in the west. Government spending wasincreased, as large sums of money were used to build magnificent churches. Other addedexpenses were the salaries of the clergy, including all the bishops, presbyters, deacons, andpriests, right on down to the lowest levels. Critics charged that taxation was becoming a heavyburden, and the money could have been better spent on building frontier fortifications to protectthe borders and settlements of the empire.
2. People—The Christian Church attracted many of the brilliant and capable individuals to serve asthe church hierarchy and clergy. The government was crying out in desperation for the best andthe brightest to help the Roman state in the time of its greatest danger due to the barbarianinvasions. Those who could have held high posts as administrators, governors, and commandersof legions in the provinces, chose to serve the church, which offered an easy path to great wealthand power. The bishops and the Church fathers in the western empire continually probed andquestioned the validity of ancient Roman institutions, unintentionally undermining the imperialadministration and encouraging the impression that the empire was not worth saving.
3. Teachings—Constantine had high hopes that Christianity would form a cohesive bond that wouldbring unity to the diverse populations of the Roman world. He hoped it would stand as a barrieragainst any outside threat of invasion from beyond secure frontiers. However, inside the church,leaders began to interpret the teachings of Jesus differently. Issues of debate centered on therelationship of the Trinity (God the Father, the Son, and the Holy Ghost), the exact nature of Jesus(whether he was human or divine), the Second Coming of the Messiah, redemption, andresurrection. As a result, the empire was soon divided into two religious camps: with the Pope atRome and the Patriarch at Constantinople.
4. Monks and Nuns—Monasticism (derived from the Greek monos “alone”) began to take root. Itrepresented the widespread feeling of despair about the worsening social and economic conditionsimpacting upon their lives. Those who turned to a monastic existence during the formative yearsof Christianity readily accepted a life of celibacy and fasting, filled their days with prayer andmeditation, and rejected all material goods and possessions to live as hermits beyond society.Celibacy by thousands of men and women caused the population to decline. It resulted in adiminished workforce essential to agriculture, various crafts, and other industries whereproductivity slumped because of a labor shortage.
5. National Character—The Romans could be excessively brutal and cruel, matching in ferocityany of their enemies. From the early days of the Republic, right through to the last centuries ofthe Principate, they enjoyed the games and combats of the arena. Romans watched animals ripapart other animals, human beings attacked by wild beasts, and the gladiator games. But now,Christianity was teaching, “Do unto others as you would have them do unto you.” The Romanstook to heart the lesson that if a blow is delivered to the face, “turn the other cheek.” They weretaught that “the meek shall inherit the earth,” heralding the Second Coming of Jesus Christ whenmankind will be redeemed from the evil of the world. From these lessons, the Romans slowlyevolved from fierce warriors to kind-hearted human beings.
Appendices Appendix A
© Teacher Created Materials, Inc. H-71 #3605 Ancient Rome
Reasons That the Church Unified the Roman Empire
1. Money—It is shameful that anyone would be critical of the spending for Christian churches. Thehouses of worship should reflect the greatness of God and the place of Christianity within theempire. How could a God who gave Constantine the Great a victory when all of the odds wereagainst him be denied the proper house of worship that glorifies His name? The houses ofworship should be palaces that glorify God in Heaven. The Christian Church knows that theRomans live in perilous times, and the time has not yet come when they can beat their swords intoploughshares, and turn their spears into pruning hooks. The Church has a duty: honor andrespect God, and for this money must be found, as well as for the legions.
2. People—The Christian Church has unified the people by having the best and the brightest leadersthat the Roman world has to offer, for the Church and the state are twin pillars that are thesupports and the foundations of the empire. Where would the Christian Church be if it onlyattracted the mediocre, the plain, and the ordinary? The Church has as much need for the talentedand brilliant, as does the state, to serve God and Christianity as bishops, presbyters, deacons, andpriests. The mission of the Church is to save souls and to guide parishioners along the path thatleads to redemption, resurrection, and life everlasting in Heaven and at the right hand of God.
3. Teachings—Constantine had high hopes that Christianity would form a cohesive bond that wouldbring unity to the diverse populations of the Roman world. In one stroke, he took the empireaway from the superstitious practices and rituals of paganism by embracing a belief that doeshonor to a great people and a state that rules such a vast portion of the earth. That the idea of“might makes right” will be set aside for the Christian teaching of, “Do unto others as you wouldhave them do unto you,” is a monumental step. It is, indeed, an elevating principle in humanrelationships, that when someone is struck in the face they should “turn the other cheek,” forChristian teaching stresses that violence only begets violence.
4. End of Paganism—Before the Milvian Bridge, paganism was rife throughout the empire.Temples and altars were scattered across different sites and honored various gods and goddessestoo numerous to mention. Various rites and rituals and sacrifices were offered on any given day.Superstition and ignorance, beasts sacrificed upon altars, soothsayers and oracles—that has allcome to an end. The Christian Church and the teachings of Jesus Christ unified the people in amonotheistic faith, embracing a belief in the resurrection and life everlasting in the kingdom ofHeaven. The Christian God is a kind God, who rewards those who are faithful and virtuous withlife everlasting in Heaven and sends the faithless and evil down into the fiery pits of Hell.
5. National Character and Unity—The teachings of Jesus found acceptance and a large audienceamong the gentiles. Christianity spread rapidly through the eastern precincts of the empire.Christian communities also sprouted and grew in many of the municipalities in the region. TheChurch established a solid foundation throughout the empire, with bishops at Alexandria,Carthage, Antioch, Ephesus, Jerusalem, and even Rome. The Christian Church appealed to thediverse populations of the Roman Empire with its universal message of love, hope, humanity,humility, redemption, and resurrection. It was a harmony that washed away the callousness andbrutality that had been so commonplace throughout the Roman world, bringing about a feeling ofunity, compassion, and empathy within the Christian community, hitherto unknown, that survivedthe darkest days of Rome’s destruction and the barbarian invasions.
Appendix A Appendices
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Sam
ple
Ru
bri
c fo
r S
ocr
atic
Sem
inar
Appendices Appendix A
Lev
el I
Lev
el II
Lev
el II
IL
evel
IV
Pre
par
atio
n—
Ad
dre
sses
Key
Issu
es/P
un
ches
Po
ints
✦✦K
ey is
sues
are
not
pre
sent
edor
are
pre
sent
ed o
nly
min
imal
ly.
✦✦Im
port
ant p
oint
s ar
e no
tac
cent
uate
d du
ring
dis
cuss
ion.
✦✦A
mod
erat
e nu
mbe
r of
key
issu
esar
e pr
esen
ted.
✦✦
Of
thos
e, s
ome
are
emph
asiz
eddu
ring
dis
cuss
ion.
✦✦T
he k
ey is
sues
are
add
ress
ed.
✦✦T
he s
tude
nt e
mph
asiz
es p
oint
s as
a hi
ghlig
ht d
urin
g th
e di
scus
sion
.
✦✦M
ajor
and
min
or k
ey is
sues
are
pres
ente
d.
✦✦T
he s
tude
nt v
arie
s th
e in
tens
ity o
fac
cent
uate
d po
ints
that
are
rele
vant
.
Cla
rity
of
the
Sp
eake
r
✦✦W
ords
are
dif
ficu
lt to
com
preh
end
and
inad
equa
te to
wha
t the
stu
dent
is tr
ying
to e
xpre
ss.
✦✦Sp
eech
is d
iffi
cult
to u
nder
stan
dan
d is
vag
ue.
✦✦W
ords
are
con
fuse
d, a
nd a
pro
per
choi
ce o
f w
ords
is la
ckin
g.
✦✦T
his
pres
ents
the
audi
ence
with
som
e di
ffic
ulty
in u
nder
stan
ding
wha
t is
bein
g sa
id.
✦✦Sp
oken
wor
ds a
re r
easo
nabl
ycl
ear,
and
mos
t tho
ught
s ar
ede
scri
bed
in a
com
plet
e m
anne
r. ✦✦
Mos
t of
the
wor
ds c
an b
efo
llow
ed a
nd u
nder
stoo
d w
ithea
se.
✦✦Su
perb
and
cry
stal
cle
ar s
peak
ing;
each
wor
d ac
cura
tely
des
crib
es th
eth
ough
t and
inte
ntio
n of
the
spea
ker.
✦✦
Eas
y to
fol
low
and
und
erst
and
Lis
ten
ing
Ski
lls
✦✦U
nwill
ing
to li
sten
to o
ther
s in
the
grou
p✦✦
The
wor
ds p
ass
by, a
ndco
mpr
ehen
sion
is lo
w.
✦✦Is
inat
tent
ive
to w
hat i
s be
ing
said
;th
e ab
ility
to s
it an
d lis
ten
isin
adeq
uate
✦✦So
me
atte
mpt
is m
ade
to li
sten
toot
hers
, but
eith
er a
void
s or
inte
rrup
ts th
em.
✦✦G
ives
atte
ntio
n sp
orad
ical
ly,
gras
ps th
e m
ater
ial d
iscu
ssed
onl
ym
inim
ally
✦✦T
he a
ttent
ion
wan
ders
at t
imes
;ha
s tr
oubl
e fo
cusi
ng.
✦✦L
iste
ns to
oth
ers
with
cou
rtes
yre
spon
ds a
ccor
ding
ly✦✦
Goo
d un
ders
tand
ing
of m
ost o
fth
e m
ater
ial a
nd o
nly
a m
inim
umam
ount
of
info
rmat
ion
esca
ped
full
com
preh
ensi
on✦✦
Due
to g
ood
atte
ntio
n, c
omes
away
with
an
adeq
uate
unde
rsta
ndin
g of
mat
eria
l.
✦✦A
ctiv
ely
liste
ns to
oth
ers
with
atte
ntio
n/ r
espo
nds
with
thou
ght.
✦✦M
ay a
sk q
uest
ions
of
othe
rs f
orcl
arif
icat
ion
and
defi
nitio
n;co
mpr
ehen
sion
is e
xcel
lent
✦✦R
espe
cts
othe
rs a
nd g
ives
ful
lat
tent
ion
to w
hat i
s be
ing
said
and
disc
usse
d.
Eye
Co
nta
ct
✦✦N
o ey
e co
ntac
t is
mad
e w
ithpe
ers;
eye
s ar
e no
t foc
used
on
the
sem
inar
. ✦✦
Doe
s no
t com
man
d or
hol
d th
eau
dien
ce’s
atte
ntio
n.
✦✦A
brie
f at
tem
pt is
mad
e to
mak
eey
e co
ntac
t with
pee
rs; i
t is
done
occa
sion
ally
.✦✦
The
re a
re m
omen
ts th
at th
e cl
ass
is n
ot a
ttent
ive
beca
use
of th
est
uden
t’s m
anne
rism
s.
✦✦Fr
eque
nt e
ye c
onta
ct is
mad
e w
ithpe
ers
✦✦T
he s
tude
nt lo
oks
out a
t his
/her
peer
s an
d fr
eque
ntly
look
s di
rect
lyin
to th
eir
eyes
to a
ttrac
t atte
ntio
n.
✦✦E
ye c
onta
ct is
mad
e w
ith p
eers
on
a re
gula
r ba
sis.
✦✦
The
re is
a d
eter
min
ed e
ffor
t to
com
man
d at
tent
ion,
the
eyes
mov
ing
from
fac
e to
fac
e on
aro
tatin
g ba
sis;
anc
hors
list
ener
s to
the
spok
en w
ords
.
Su
pp
ort
ing
Evi
den
ce
✦✦A
com
plet
e ab
senc
e of
any
supp
ortin
g ev
iden
ce✦✦
It la
cks
scho
lars
hip
and
rend
ers
the
disc
ussi
on s
uper
fluo
us.
✦✦A
mod
erat
e am
ount
of
evid
ence
ispr
ovid
ed to
sup
port
wha
t is
bein
gst
ated
.✦✦
Som
e of
the
mat
eria
l is
wor
thy,
and
it do
es in
dica
te a
min
imal
effo
rt a
t sch
olar
ship
.
✦✦A
subs
tant
ial a
mou
nt o
f ev
iden
ceis
pro
vide
d to
sup
port
wha
t is
bein
g st
ated
.✦✦
Muc
h of
it is
fir
st-r
ate,
add
ing
subs
tanc
e an
d a
grea
t dea
l of
scho
lars
hip
to th
e ef
fort
.
✦✦T
he a
mou
nt o
f ev
iden
ce p
rovi
ded
is p
lent
iful
, sup
port
ing
wha
t is
bein
g st
ated
.✦✦
All
of it
is e
xcel
lent
, fir
st-r
ate,
prim
e m
ater
ial a
t the
hig
hest
leve
lof
sch
olar
ship
.
Constantine Quiz
Part I1. Constantine built a new capital city for his empire in 330 A.D. It was called:
a. Nicomedia. b. Constantinople. c. New Rome. d. Milan.
2. Constantine
a. was born and raised as a Christian.
b. converted to Christianity after he had a vision.
c. was baptized a Christian on his death bed.
d. never followed the Christian faith.
3. Co-emperors Constantine and Licinius mandated toleration for Christians by issuing
a. the Edict of Toleration in A.D. 311. c. the Edict of Nantes.
b. the Edict of Milan in A.D. 313. d. the Edict of Rome.
4. Which of the following was an important achievement of Constatine’s rule?
a. The army was reorganized, and eastern frontiers were secured.
b. The powers lost by the senate in the third century were restored.
c. New gold coins called solidi were issued. They remained the standard of exchange until theend of the Byzantine Empire.
d. all of the above
5. Constantine was
a. named sole emperor by Diocletian.
b. first named emperor of western Rome. He later defeated Licinius, emperor of the East, tobecome sole emperor.
c. named emperor of the East by his father. He defended his appointment against Maxentius atthe Milvian Bridge.
d. named emperor of western Rome by his father. He held that position until his death.
6. Which battle left Constantine in charge of the entire empire?
a. Milvian Bridge in A.D. 312 c. Hadrianople in A.D. 317
b. Cibalae in A.D. 316 d. Chrysolis in A.D. 324
7. The reign of Constantine the Great had a great impact on early Christianity because
a. he was the most devoted persecutor of Christianity of any of Rome’s emperors.
b. he ended persecution of Christians and allowed them to participate in government.
c. his mother was proclaimed a saint by the Church.
d. he assumed personal leadership of the Church.
8. Which of the following was NOT a result of the “Christianization” of the Roman Empire?
a. the return to churches of properties confiscated by the government
b. the addition of several new books to the New Testament
c. the persecution of non-Christians
d. the appointment of Christians to high public offices
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Assessments
© Teacher Created Materials, Inc. K-17 #3605 Ancient Rome
Constantine Quiz
Part II
Assessments
Arch of Constantine—Erected in Rome in A.D. 3159. Study the image above. What overall impression do you have of the object shown?
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10. List the details you observe. What do they tell you about when the object was created?
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“To the Emperor Caesar Flavius Constantine, the Greatest, Pius (gracious), Felix(fortunate), Augustus: inspired by (a) divinity, in the greatness of his mind, he used hisarmy to save the state by the just force of arms from a tyrant on the one hand and everykind of factionalism on the other; therefore the Senate and the People of Rome havededicated this exceptional arch to his triumphs.”
11. Discuss the inscription. Who dedicated this arch? Who does it memorialize?
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Constantine Quiz
EssayFrom the time of the Roman Republic the initials SPQR, which stands for Senatus PopulusQueRomanus and means “The Senate and the People of Rome,” were used to refer to Rome. Explain whythe Romans developed this phrase, and how it reflects their character. What phrase best describesAmerica’s modern government?
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#3605 Ancient Rome K-18 © Teacher Created Materials, Inc.
Assessments
© Teacher Created Materials, Inc. G-1 #3605 Ancient Rome
Section Table of Contents
Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–3
Lesson 1: Living in Ancient Rome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–5
Overview and Purpose and Summary of Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–5
Time Required, Materials, Objectives, Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–6
Processes and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–8
Activity A: All the Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–8
Activity B: Roman Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–9
Activity C: Gods and Goddesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–10
Activity D: Roman Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–11
Lesson 2: People, Places, and Events of the Age. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–12
Overview and Purpose and Summary of Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–12
Time Required, Materials, Objectives, Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–13
Processes and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–14
Activity A: Roman Architecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–14
Activity B: Gladiators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–15
Activity C: Constantine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–15
Activity D: The Fall of the Roman Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–16
Follow-Up and Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–17
Student Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–19(Note: For student pages referenced in the teacher’s guide, use the student page numbers listed at the top of each page.)
Lesson 1: Living in Ancient Rome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–21
All the Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–21
Roman Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–22
Gods and Goddesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–24
Roman Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–25
Steps to a Successful Multimedia Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-25
Roman Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-27
Lesson 2: People, Places, and Events of the Age. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–29
Roman Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–29
Gladiators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–30
Constantine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–31
The Fall of the Roman Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–32
Follow-Up and Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–34
Virgil’s Aeneid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–34
Reading Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-34
Online Connections
© Teacher Created Materials, Inc. G-5 #3605 Ancient Rome
Living in Ancient Rome
Overview and PurposeThe study of ancient civilizations holds a great deal of meaning for modern-day historians. TheRomans, in particular, set foundations in government, architecture, and military strategy that peoplemodel (or have modeled) in recent society. Much of what students learn in regards to Greek mythologymay be applied to the ancient Romans as well. Students studying these people will identify someparallelisms among other ancient studies and begin to put meaning to topics and lifestyles we followtoday.
Students begin their online discoveries by researching general information about the ancient Romansand ancient Rome. A second activity has them identify the primary method of government the AncientRomans followed. Following, they research their gods and goddesses. Finally, students researchvarious aspects of ancient Roman society and relate this information as it may be viewed through theirarchitecture.
Students, in their online connections assignments, complete in-depth studies of the topics described inthe previous paragraph while applying their analytical skills to identify similarities in today’s world. Inthis manner, students develop a truer understanding of the importance of studying ancient cultures andcome to more fully appreciate the lasting effects these cultures continue to play in our everyday lives.
Summary of ActivitiesActivity A: Students create an affinity chart of facts related to the ancient Romans.
Activity B: Students compare characteristics of three forms of government: Monarchy, Republic,Democracy. They identify the elements of a Republic as they applied to ancient Roman government,then create a question-and-answer page to quiz their peers.
Activity C: Students first consider their own personality characteristics, then identify those of ancientRoman gods and goddesses as they discover them through online research of this topic.
Activity D: Students research various aspects of ancient Roman society. They identify threearchitectural structures which relay some information about this society, then create a multimedia reportillustrating and explaining this connection.
Teacher’s Guide: Lesson 1 Online Connections
People, Places, and Events of the Age
Overview and PurposeAncient Roman history is evident in much of what we view and perceive today. Included in thiscollection of modern appreciation is the noticeable influence of Roman architecture, a commonalitybetween sports of then and of today, and the existence of Christianity in much of Europe and aroundthe world. But, as all good things will, the Roman Empire eventually came to an end. These conceptsare the focus of study throughout this lesson.
The students’ first activity has them consider the elements of ancient Roman architecture by organizingtheir observations in a table. Then they create an evaluation rubric based on structural integrity andaesthetic value to “rate” three structures. The next step as they apply their knowledge is to create anoriginal memorial dedicated to an ancient Roman person or God. For this the students write aneditorial review citing specific elements of ancient Roman architecture evident in this unique work.
No study of ancient Rome would be complete (at least in the eyes of the students) without a look intothe finer elements of the gladiators. After researching online information about the people and thissport, the students compile three related writing activities: an advertising poster, a letter to a familymember, and a play-by-play commentary.
The third activity asks students to learn about Constantine and his involvement in what some considerthe “Birth of Christianity.” They write a descriptive essay to defend or deny one of severalexplanations for his “miracle” conversion.
Finally, students consider the social, political, and economic factors (causes) that led to the eventual fallof the Roman Empire. They use this information to create and publish a newspaper detailing at leastthree key events, one from each category.
The activities in this lesson enable students to discover and analyze some of ancient Rome’s moreintriguing people, places, and events. As they gather information online, they consider how theseaspects relate to their everyday lives through application activities.
Summary of ActivitiesActivity A: Students identify, describe, and evaluate three ancient Roman structures. Then they designand create an original memorial in ancient Roman style to honor an ancient Roman. Following, theywrite an evaluative critique of the memorial, citing specific elements of ancient Roman style.
Activity B: Students learn about the sport of the gladiators, then completethree related writings: an advertising poster, a letter to a family member, anda play-by-play commentary.
Activity C: Students read about the history of Constantine’s “miracle”conversion to Christianity, then defend or deny in essay form one theory toexplain it.
Activity D: Students research online the social, political, and economiccauses of the fall of the Roman Empire. They compile this information intoone newspaper publication detailing at least three categorical events.
#3605 Ancient Rome G-12 © Teacher Created Materials, Inc.
Teacher’s Guide: Lesson 2 Online Connections
