Ancient Rome

Teacher: Michelle Anderson

Grade: 3rd Grade

Ancient Rome
Lesson 1: Introduction to Ancient Rome
Standards of Learning:
History and Social Studies 3.1: The student will explain how the contributions of
ancient Greece and Rome have influenced the present in terms of
architecture, government (direct and representative), and sports.
Social Studies SOL 3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) by 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.

Lesson Objectives:

Students will understand that ancient civilizations like Greece and Rome have influenced
the lives of people today.
Students will locate present day Rome on a map.
Students will compare present day Rome to Ancient Rome at its peak and note that the
Ancient Rome surrounded the Mediterranean Sea.
Students will define key vocabulary: ancient, Rome, Europe, contribution, civilization.

Assessment:
Learning Objective

Assessment Strategy

Students will understand that ancient

civilizations like Greece and Rome have
influenced the lives of people today.
Students will locate present day Rome on a
map.
Students will compare present day Rome to
Ancient Rome at its peak and note that the
Ancient Rome surrounded the Mediterranean
Sea.
Students will define key vocabulary: ancient,
Rome, Europe, contribution, civilization.

Formative: Assess understanding by observing

class discussion and class work
Formative: Assess understanding by observing
class discussion and class work
Formative: Assess understanding by observing
class discussion and class work
Summative: Ancient Rome Quiz
Formative: Assess understanding by observing
class discussion and class work
Summative: Ancient Rome Quiz

Ancient Rome

Materials:

Ancient Rome PowerPoint presentation

Interactive notebook
Handout of Map of Rome
Handout of Map of Ancient Rome
Handout of cover sheet to Ancient Rome unit for interactive notebook
Handout of key vocabulary
6 sets of index cards with A, B, C, D for class review

Implementation
Introductory Activities
Whole GroupDiscussion:
1.
2.
3.
4.

Activate prior knowledge. Ask students what they learned about Ancient Greece.
Review key vocabulary during the discussion.
Ask students if they have learned about any other ancient societies (Egypt and China).
Tell students that we are going to learn about another great ancient civilizationAncient
Rome. (Start PowerPoint presentation.)
5. Ask them why do we study ancient civilizations (slide 3). Have students define ancient
(long, long ago) and civilization (a high level of culture with written records). Share key
thoughts students did not address. Some examples include:
A Chinese general named Sun Tzu wrote a book called The Art of War over 2000
years ago that militaries around the world still study and use.
Rome began as a small settlement and grew into a large empire that covered 2
million square miles and ruled over 60 million people. Would it be useful to
know how it accomplished this? Where is it now? Would it be useful to know
why it fell apart?
Ancient Rome changed the world. Its architecture, art, literature, engineering
feats, military conquests, and system of government helped shape people and
places all over the world.
The study of history reveals that although many things change over time, human
nature stays the same. Can you think of any ways that we are similar to the
Ancient Greeks?
Have students define contribution (what someone gives to another).

Ancient Rome

Developmental Activities
Whole GroupTeacher Talk:
1. (Slide 4) Show timeline and explain where Ancient Rome fits in history compared to
Egypt, China, and Greece. Emphasize that for a time period they all existed at the same
time. Therefore, each of these ancient civilizations affected each other. The Romans
kept lots of written records on papyrus. Where did they get that? (Egypt) Roman art was
heavily influenced by the Greeks.
2. (Slide 5) Have students locate modern day Rome on a map. Highlight continent, country,
and neighboring oceans. Explain that today Rome is actually a city in Italy located on the
continent of Europe.
3. (Slide 6) Show students how large Ancient Rome grew. Have them point out Rome on
the slide. Explain that at its peak, Ancient Rome surrounded the Mediterranean Sea and
was actually located on three continentsEurope, Africa, and Asia.
Whole GroupDiscussion/Activity
1. Hand out title page for Rome unit, Map of Ancient Rome, Map of Italy, and vocabulary
words. Have students paste title page and vocabulary in interactive notebook.
2. Have students color the two maps and cut them out. Have them compare the two.
3. Have them paste the title page and two maps in their interactive notebook. Have them
add a title and key to the map pages.
Video
1. Show Video from Brain POP Jr.
https://jr.brainpop.com/socialstudies/ancienthistory/ancientrome/
2. Take Easy and Hard Quiz as a class using cue cards for the answer.

Closing Activities
1. Tell students that we will be discussing the contributions of Ancient Rome in more detail
over the coming days.
2. Have the students write three things they want to learn more about Ancient Rome in their
interactive notebook.

Ancient Rome

Lesson 2: Physical and Human Characteristics

Standards of Learning:
History and Social Studies 3.1: The student will explain how the contributions of
ancient Greece and Rome have influenced the present in terms of
architecture, government (direct and representative), and sports.
Social Studies SOL 3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) by 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.

Lesson Objectives:

Students will identify the physical characteristics of Ancient Rome: located next to river,
had limited rich soil, and grew a variety of trees.
Students will explain how people adapted to their environment: terraced hillsides to farm,
traded with other lands, built ships and roads.
Students will identify human characteristics of Ancient Romans: farmers, road builders,
and traders.

Assessment:
Learning Objective

Assessment Strategy

Students will identify the physical

characteristics of Ancient Rome: located next
to river, had limited rich soil, and grew a
variety of trees.

Formative: Assess understanding by observing

class discussion and class work. Evaluate
independent work: Land and People of Ancient
Rome and Adapting to Life in Ancient Rome
Summative: Ancient Rome Quiz
Formative: Assess understanding by observing
class discussion and class work. Evaluate
independent work: Land and People of Ancient
Rome and Adapting to Life in Ancient Rome
Summative: Ancient Rome Quiz
Formative: Assess understanding by observing
class discussion and class work. Evaluate
independent work: Land and People of Ancient
Rome and Adapting to Life in Ancient Rome
Summative: Ancient Rome Quiz

Students will explain how people adapted to

their environment: terraced hillsides to farm,
traded with other lands, built ships and roads.
Students will identify human characteristics of
Ancient Romans: farmers, road builders, and
traders.

Materials:

Ancient Rome

Ancient Rome PowerPoint presentation

Interactive notebook
Physical Characteristics, Human Characteristics, and Adaptations worksheets for
interactive notebook
Land and People of Ancient Rome and Adapting to Life in Ancient Rome worksheet

Implementation
Introductory Activities
Whole GroupDiscussion
1. Quick review of what students remember from the previous class.
2. Have students pull out their interactive notebooks. Go around the room and have the
students share the three things they wanted to learn more about Ancient Rome. Keep a
tally on the board.
3. Highlight the topics we will be discussing in class. Mention that next week they will get
the opportunity to research their favorite topic. Today we are going to start with the
physical and human characteristics of Ancient Rome.

Developmental Activities
Whole GroupTeacher Talk/Discussion
1. Pull up PowerPoint presentation.
2. Slide 9 and 10: Discuss physical characteristics.
3. Slide 11: Ask students how the Romans might have adapted to the physical characteristics
of Rome.
4. Slide 12: Discuss any adaptations the students may not have mentioned.
5. Slide 13 and 14: Discuss farming techniques. Ask students who else used this technique
(Greece, China). Show images of foods grown by Romans.
6. Slide 15 and 16: Discuss the network of roads and shipping lanes that the Romans used to
trade.
Video
1. Show Daily Life from Discovery Education:
https://app.discoveryeducation.com/learn/videos/bf8d804d-24ac-4a66-bcd82a1237cf4c08
2. Ask students what they found interesting from the video.

Ancient Rome
Group Activity
1. Have students complete the Physical Characteristics, Human Characteristics, and
Adaptations sheets to place in their interactive notebooks.
2. Review answers as a group.
Independent Work
1. Have students complete Land and People of Ancient Rome and Adapting to Life in
Ancient Rome.
2. Use this worksheet to assess their understanding.

Closing Activities
Quick Write
1. Hand out lined paper.
2. Writing prompt: If you lived in Ancient Rome, which job would you like to have and
why?

Accommodations/Modifications
1. Read the worksheet to students with SPED accommodations.
2. Provide a word bank if needed for ESL students.

Ancient Rome

Lesson 3: Architecture
Standards of Learning:
History and Social Studies 3.1: The student will explain how the contributions of
ancient Greece and Rome have influenced the present in terms of
architecture, government (direct and representative), and sports.

Lesson Objectives:

Students will identify contributions from Ancient Rome to the field of architecture.
Students will identify the Colosseum and aqueducts and explain their purpose.
Students will explain how Roman architecture is used today and give examples.

Assessment:
Learning Objective

Students will identify contributions

from Ancient Rome to the field of
architecture.

Students will identify the Colosseum

and aqueducts and explain their
purpose.

Students will explain how Roman

architecture is used today and give
examples.

Assessment Strategy
Formative: Assess understanding by observing
class discussion and class work. Evaluate
quick write.
Summative: Ancient Rome Quiz
Formative: Assess understanding by observing
class discussion and class work. Evaluate
quick write.
Summative: Ancient Rome Quiz
Formative: Assess understanding by observing
class discussion and class work. Evaluate
quick write.
Summative: Ancient Rome Quiz

Materials:

Rome In Spectacular Cross-Section by Stephen Biesty

Ancient Rome PowerPoint presentation
Interactive notebook
Colosseum and Aqueducts worksheets for interactive notebook
Writing paper with illustration box handout
Rome Comprehension Check worksheet

Ancient Rome

Implementation
Introductory Activities
Read Aloud
1.
2.
3.
4.

Have students sit on the carpet.

Read Rome In Spectacular Cross-Section by Stephen Biesty.
Highlight key vocabulary and key information during reading.
Ask questions to help students make connections with the videos and information they
have learned about Ancient Rome so far.
5. Have students return to seats.

Developmental Activities
Whole GroupTeacher Talk/Discussion
1. Give PowerPoint presentation, slides 15-35. Presentation covers arches, the Colosseum,
and aqueducts. Most slides show examples of Roman architecture and current
architecture influenced by the Romans.
2. Read Roman Aqueducts: The Dawn of Plumbing from Kids Discover
3. Show video The Roman Aqueducts from youtube: https://www.youtube.com/watch?
v=oTMrfyAt6Mo
Whole GroupActivity
1. Complete Colosseum and Aqueducts worksheets for interactive notebook.
Independent ActivityQuick Write
1. Have students describe in their own words one of Ancient Romes contributions to
architecture and provide an illustration. Use writing paper with a block for illustrating.

Closing Activities
1. Conduct a quick review using the Rome Comprehension Check. Have students show
fingers for the correct answer.

Ancient Rome

Lesson 4: Art
Standards of Learning:
History and Social Studies 3.1: The student will explain how the contributions of
ancient Greece and Rome have influenced the present in terms of
architecture, government (direct and representative), and sports.

Lesson Objectives:

Students will explain what historians can learn about history by analyzing art.
Students will identify Ancient Roman Artmosaics, sculptures, and paintings.
Students will analyze art to draw conclusions about Roman life.

Assessment:
Learning Objective

Assessment Strategy

Students will explain what historians can learn

about history by analyzing art.

Formative: Assess understanding by observing

class discussion and class work. Evaluate
analysis of artwork.
Formative: Assess understanding by observing
class discussion and class work. Evaluate
analysis of artwork.
Summative: Ancient Rome Quiz
Formative: Assess understanding by observing
class discussion and class work. Evaluate
analysis of artwork.

Students will identify Ancient Roman Art

mosaics, sculptures, and paintings.
Students will analyze art to draw conclusions
about Roman life.

Materials:

Ancient Rome PowerPoint presentation

Artifact Analysis Worksheet

Implementation
Introductory Activities
Whole GroupTeacher Talk/Discussion
1. Ask student why they think we study Art to learn about history.
2. Slide 41: Discuss how historians learn from Art.
3. Slide 42: Tell students that we are going to see what we can learn about Ancient Rome by
looking at some Art from that time period.

Ancient Rome 10

Developmental Activities
Whole GroupTeacher Talk/Discussion
1.
2.
3.
4.

Slide 43 to 53: Show different examples of works of art.

Discuss what we can learn about the Ancient Romans from these works.
Highlight similarities to Greek art.
Make connections to current art.

Small GroupActivity
1.
2.
3.
4.

Pass out Artifact Analysis Worksheet.

Show slide 54.
Have students work in small groups to analyze this piece of art using the worksheet.
Have the groups share their conclusions with the class.

Closing Activities
Quick Write
1. Pass out writing paper with illustration box.
2. Writing prompt: If you were going to design a mosaic that would last thousands of year,
what would you create a picture of to tell a 3rd grade student in 4016 about life in 2016,
and why?

Differentiation
1. Modify the Artifact Analysis Worksheet to support SPED students.
2. Use small groups with a mixture of readiness levels.

Ancient Rome 11

Lesson 5: Government
Standards of Learning:
History and Social Studies 3.1: The student will explain how the contributions of
ancient Greece and Rome have influenced the present in terms of
architecture, government (direct and representative), and sports.

Lesson Objectives:

Students will define direct democracy and representative democracy.

Students will identify that direct democracy was developed by ancient Greece and
representative democracy was developed by ancient Rome.
Students will analyze the pros and cons of a direct democracy and representative
democracy.
Students will explain how the government of the United States is based on ideas
developed in ancient Greece and Rome.

Assessment:
Learning Objective

Assessment Strategy

Students will define direct democracy and

representative democracy.
Students will identify that direct democracy
was developed by ancient Greece and
representative democracy was developed by
ancient Rome.
Students will analyze the pros and cons of a
direct democracy and representative
democracy.
Students will explain how the government of
the United States is based on ideas developed
in ancient Greece and Rome.

Formative: Venn Diagram

Summative: Unit Test
Formative: Venn Diagram
Summative: Unit Test
Formative: Group Worksheet and class
discussion
Formative: Exit Slip

Materials:

Ancient Rome PowerPoint presentation

Pros and Cons worksheet
Venn diagram worksheet
Video, Discovery Education, Government
https://app.discoveryeducation.com/learn/videos/bb8b83db-f0ed-48d1-8d0d4d62b41b766d

Ancient Rome 12

Implementation
Introductory Activities
Whole GroupDiscussion
1. Slide 56: Activate students prior knowledge by asking students what the term
contribution means. (act of giving or doing something)
2. Ask students what the term government means. Government is a group of people who
make laws, enforce laws, and determine if laws have been broken.
3. Ask students what they remember about government in Ancient Greece. Show slide 57
and highlight the government of ancient Greece and its contributions to our current
government.
4. State that although the idea of democracy originates with ancient Greece, our government
more closely resembles ancient Rome.

Developmental Activities
Show Video
1. Discovery Education, Government
https://app.discoveryeducation.com/learn/videos/bb8b83db-f0ed-48d1-8d0d4d62b41b766d
Whole GroupTeacher Talk/Discussion
1. Show slide 59. Explain that for a period of time, Rome had a representative democracy.
Explain that when they used representatives to vote, they were practicing a representative
democracy. They still have a vote, but in this kind of government, citizens vote through a
representative from their team (community). Explain that ancient Rome had a
representative democracy. Another term that has the same meaning is a republican form
of government. Another example of representative democracy you may cite is the
schools student council association, if one is present in your school.
2. Explain that the founders of the United States gained some of their ideas about
government from studying history. They used this knowledge when they created the
government of the United States. They studied the representative democracy in ancient
Rome and incorporated these ideas as they formed the government of the United States.
3. Explain that the U.S. government is a democracy, pointing out that some ideas came from
ancient Greece. However, we have representatives that we vote for, and they make our
laws for us. The United States has a representative democracy; this idea came from
ancient Rome.
4. Show slide 60. Explain that in addition to borrowing the idea of a representative
democracy, our founding fathers also borrowed the idea of shared power. In ancient
Rome, they had three separate groups working together to run the country. One group

Ancient Rome 13
wrote the laws, one group carried out the laws, and one group punished law breakers. We
do the same thing in the United States.
Whole GroupActivity
1. Tell the class that today we are going to vote on which book to read after we finish Holes.
2. First, tell the students we are a direct democracy, which means everyone gets to vote.
Ask the students which ancient society had a direct democracy? If we were in ancient
Greece we would have a discussion at a forum. Each person who wanted to make an
argument for which book to choose could. Does anyone want to make a case for a
particular book? Let one student make a case for each book. Then ask how long would it
take if everyone of you wanted to say something before we voteWe have 23 students,
each of you want to talk for 5 minutes. How many total minutes would we need to allow
all of you to speak for 5 minutes (115 minutes). We dont have that much time today so
we are just going to vote.
3. Have the students vote via secret ballot. Hold onto to the results.
4. Now, tell the students we are a representative democracy. Divide the class into six
groups. Give the teams 2 minutes to choose a representative.
5. Give the students 5 minutes to discuss which book they want in their groups. Call the
representatives to the front of the class for a quick meeting. Tell one of them to vote
differently than his group decided. Then have the representatives cast the vote for the
group.
6. Compare the results from the direct vote and the representative vote.
7. Have the students discuss with their group the pros and cons of a direct democracy and a
representative democracy. Have the students record their thoughts on the pros and cons
worksheet.
8. Have the students share their resultswrite on Smart Board. Highlight key ideas and
help students think about potential missing pros and cons.
Independent Work
1. Have students complete the Direct vs. Representative Government Venn diagram.

Closing Activities
IndividualExit Slip
Have students complete an exit slip explaining in their own words how the U.S. Government is
similar to the government of Ancient Rome.