Ancient Rome

Name of Student Teacher/Intern: Nailea Pena

Date: May 5, 2020

School: King Elementary

Grade Level: 6th Grade

Supervisor: Barbara Taylor

Central Focus of Lesson/Learning Segment, or Students will research the topic of daily life for
“Big Idea” children of ancient Rome.

Time Allotted for Lesson: 45 minutes

California Content Standard (s) Being 6.7 Students analyze the geographic,
Addressed: political, economic, religious, and social

structures during the development of Rome.

1. Identify the location and describe the rise

of the Roman Republic, including the
importance of such mythical and historical
figures as Aeneas, Romulus and Remus,

Cincinnatus, Julius Caesar, and Cicero.

2. Describe the government of the Roman

Republic and its significance (e.g., written

constitution and tripartite government,

checks and balances, civic duty).

3. Identify the location of and the political

and geographic reasons for the growth of

Roman territories and expansion of the

empire, including how the empire fostered

economic growth through the use of

currency and trade routes.

4. Discuss the influence of Julius Caesar and

Augustus in Rome’s transition from republic

to empire.

5. Trace the migration of Jews around the

Mediterranean region and the effects of
their

conflict with the Romans, including the

Romans’ restrictions on their right to live in

Jerusalem.

6. Note the origins of Christianity in the

Jewish Messianic prophecies, the life and
teachings of Jesus of Nazareth as described
in the New Testament, and the contribution
of

St. Paul the Apostle to the definition and

spread of Christian beliefs (e.g., belief in the

Trinity, resurrection, salvation).

7. Describe the circumstances that led to the

spread of Christianity in Europe and other

Roman territories.

8. Discuss the legacies of Roman art and

architecture, technology and science,
literature,
 language, and law.

Materials and Resources: Computers

Notebooks

Pencils

List of names/questions

Presentation paper

Academic Learning Objective: The students will be able to develop a day’s

activities for either a girl or boy in ancient
Rome. The students will choose a name for
the child from a list provided and create a
story line for this child for a day.

Prerequisites (what activities/events were Students know how to properly conduct

conducted before this lesson): research online.

Key Modifications and Accommodations based Allow students to work alone if they want
on IEP/504, or for students who require
One on one
additional support:
Repeat directions

ELD Content Standard by Proficiency Level(s) Part I: Interacting in Meaningful Ways

(if applies)
A. Collaborative

1. Exchanging information and ideas with

others through oral collaborative
conversations on a range of social and
 academic topics

2. Interacting with others in written English in

various communicative forms (print,
communicative technology, and multimedia)

Assessment/Evidence of Learning (check the A poster board will be presented to class

space, describe the assessment and purpose): which includes a “picture” of the child chosen
and a typed copy of the “Day in the Life of
_X__ Formal Formative
___.”
_ _ Informal Formative

___ Summative

Lesson Body (modeling, guided practice, Choose volunteers to share information about
frequent checks for understanding) their typical day. Ask students if they think it
would have been different 100 years ago

Display a map of Italy and the Mediterranean,

ask a volunteer to identify Rome. Share
ancient Rome history with students.

Ask students how they received their names,

allow time for discussion and sharing. Explain
to students how Roman children were named.

Ask: What were the differences then

compared to today? Allow time for discussion.

Tell the students that they are to “invent” a

fictitious Roman boy or girl. They will choose a
name for the child from names supplied by the
teacher. Guide students to useful websites for

Differentiation/Multiple Means of Expression
(how are you offering students options to
demonstrate they achieved the objective?)
Lesson Closing (review and
research. After research on the Internet, they
will “invent” a typical day in that child’s life,
using the information they find. Tell students
to include information related to the following
questions:
What was the schedule of meals for the day?
What foods did they eat?
What type of clothing did they wear?
How did they play?
Did they go to school?
Did they go shopping?
What type of houses did they live in?
Using pictures from the Internet, students will
either print out or draw a “picture” of the
child. They will mount the picture along with a
typed copy of their “A Day in the Life of___”
story. The students will present their child to
the class and tell about a usual day in his/her
life.
Pair students: one boy with one girl, so they
can work together and recognize differences
in ancient Rome. Have students dress like an
ancient Roman child. Allow students to work
in pairs. Choose a different ancient city. Use
larger groups and have students act out the
day in the life of a few Roman children.
Have a class discussion about whether or not
the students would like to have lived in
formative/summative assessment): ancient Rome. What would they have liked or
disliked? What is the biggest difference
between life today in ancient Rome?

Academic Language: Civilization

Ancient

Reflection and Next Steps: Have students research a day of a child from
another culture and/or time period.

Homework (optional): None

Comments/Concerns: None