Ancient Rome Jennifer Campbell Angel Holloway Kyra Kaylor Sarah Romers Becca Ruel Education E 05/405 Culture Kit Professor McEachron Fall 2007

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1 Ancient Rome Jennifer Campbell Angel Holloway Kyra Kaylor Sarah Romers Becca Ruel Education E 05/405 Culture Kit Professor McEachron Fall 2007 Component Historical Narrative Lesson #1 Lesson #2 Lesson #3 Lesson #4 Artifact #1 Artifact #2 Artifact #3 Artifact #4 Bibliography Expenses Compilation Preparers All Kyra Jennifer & Becca Sarah Angel Jennifer & Becca Sarah Kyra Angel Sarah Becca Kyra

2 Historical Narrative Introduction Even though the foundation of Rome lies amongst myths and legends, and the fall of Rome occurred more than 1600 years ago, there is no denying the cultural, economical, and social greatness that was once ancient Rome. The United States of America, being a relatively new country with a foundation of less than 300 years relied on many contributions from other cultures to create what is now America. Many of these contributions were influenced directly by ancient Roman ideals. Therefore, understanding the cultural, economical and social contributions of ancient Rome is very beneficial in obtaining a greater understanding of current American principles, which is why there is a great emphasis placed on ancient Rome both in Virginia Standards of Learning and through the National Standards of Learning. See Appendix A for a complete list of state and national standards. With an emphasis on ancient cultures in the Virginia Standards of Learning, as well as in the National standards, studying ancient Rome for students in K 6 is an important area of learning. A focus on ancient cultures happens in third grade, where students compare contributions of ancient Rome in relation to architectural, governmental, and sports influences all of those contributions influencing the present world, not just the United States. It is beneficial for students to understand that many different cultures have influenced present day America. Also, it is important that students know ancient Rome was not simply an influential society, but a truly great civilization, which reigned more that 1600 years ago, leaving aspects of its culture for many future generations. Key Ideas and Events There are two main Roman contributions that influenced current societies, and are heavily emphasized in third grade curriculum: architecture and government. The Romans advanced architectural designs throughout their time in power. With the foundation of columns and arches, not only were buildings enhanced, but they also were made into works of art. Two such buildings, which are the most popular of all the Roman buildings, are the Colosseum and the Pantheon. The Colosseum is 2

3 known for its greatness in size, measuring 144 meters high and seating a capacity of 45,000 55,000 people. The building is constructed of marble pedestals, each bock weighing over 11,000 pounds. To say the least, constructing the Colosseum is a feat of itself without taking into account that it is an architectural masterpiece. The Pantheon is better known for its architectural and artistic design. Originally built as a temple for the gods, the Pantheon is a columned temple with a dome ceiling; however, the most intriguing aspect of this architectural design is the dome shaped ceiling with a circular opening in the center. Because of its architectural design, rain and/or other methods of precipitation never fall into the temple. For this fact alone, the Pantheon is a masterpiece which should be appreciated by younger generations, as the Romans were architecturally well beyond their time. The other main contribution of the Romans, which greatly benefitted the United States as well as many other countries, is that of government. The Romans were governed under a Republic, a form of government that spreads power across different groups in this case, the consuls, the senate, and the plebeians. Even though the Roman civilization flourished over 16oo years ago, the advancement of their society in terms of government was highly unique and gave Romans a truly lasting impression on the present day world. Besides architecture and government, there is another very important influence which has remained a very significant contribution throughout the centuries, and that is literature. Roman literature has survived throughout decades of war, government changes, and years of wear and tear; however, it is not simply important that literature from the 7 th century B.C.E. survived, but that the Roman literature is how Roman history was passed down from generation to generation. For this reason, it is very beneficial for students to be introduced to a great epic such as Vergil s The Aeneid. The Aeneid brings myths and legends together in an epic story depicting one account of the foundation of 3

4 Rome. As there is no definitive account of the foundation of Rome, Roman literature can give students a good look at how history is often times constructed through such things as literature. Men, Women, Youth & Children Roman society was a complex society which was extremely stratified, creating an environment where people were not treated equally (Gill, 2007). There were a variety of classes including: slave, freedmen, plebeian, equestrian and patrician. Slaves entered the system through a variety of ways. Many became a slave because they were abandoned at birth, their mother was a slave, or through warfare. Sometimes, the father of the family would sell his dependent into slavery to make money. In Roman society there were landowner, state, and domestic slaves. Some of the slaves became very specialized and were able to earn enough money to buy their freedom. All of the slaves were treated differently depending on their owner or master. Slaves working in agriculture, mining and factories typically had the most brutal treatment; they were branded, wore inscribed colors, and they worked in chain gangs and were locked away at night (Gill, 2007). Freedmen, or liberintus, were slaves who recently received their freedom. A slave could only become free if he was of age, and if his master was a Roman citizen who formally freed him through a ceremony. The master became the freedmen s patron and the freedmen received the name of his master s family (Gill, 2007). The lower class of ancient Rome was called the plebeians. The plebeians were part of the population whose origin was among the conquered Latins. They were not able to be part of the Senate, but with time they were able to gain wealth and power. The next class in Roman society was the equestrians, which were wealthy roman horsemen and knights. Originally the equites were a part of the Roman army, but over time they lost their prominence. During this time they still voted first in the comitia and when the army began to receive pay they received three times the amount of the regular troops (Gill, 2007). The patricians were the upper class of Rome who was originally related to the heads of the families of the old tribes of Rome. The patricians also eventually lost their power (Gill, 2007). 4

5 Men, women and children, also played a vital role in ancient Roman society. There was not a high regard for Roman women. Roman women only left their homes to go shopping, to go the baths or to go visit friends and relatives. On special occasions Roman women would join their husbands at banquets. Roman women were also not allowed to sing or dance until imperial times when boys and girls began to take dance classes. They also had no part in Roman politics; they could not vote or be a witness in court and she could not possess her own things. In the early part of the Empire Roman women could not divorce their husband, even if they were intimate with another woman, but Roman men could murder their adulterating wives and lovers. Roman women were always dependent or attached to someone else; as a child they were dependent on their father, and as a married woman to their husband and even as a widow they were dependent on a tutor (SPQR, 1999). Roman children were born at home with a midwife and other female relatives; no males were ever present. Nine days after birth the baby was given a name at a ceremony of lustratio. Since children legally belonged to their father he had the right to deny if the child will be reared or not. Sometimes they would deny a child to keep family numbers low, if they were in poverty, or if the child was deformed. These children could be killed or sold. After a divorce the child would go to the father and illegitimates took another name and received no rights (SPQR, 1999). Fathers taught their sons how to read, write and use weapons. The fathers would also take their sons to religious ceremonies and public occasions. Once children of nobility reached the age of 16 they would receive a political apprenticeship and at age 17 they would spend a year with the army. In the beginning of the 3 rd century BC a roman system of education developed where the children studied Greek and Latin literature. At the primary level, ages 7 11, the children learned reading, writing and arithmetic. At the secondary level, ages 13 15, learning was based on the teaching of literary subjects in Latin and Greek. Beginning in 2 nd century BC, rhetoric was taught to males over the age of 16 (SPQR, 1999). 5

6 A well known man of ancient Rome was Spartacus, who was born in 120BC and was the leader in an unsuccessful slave uprising. In 73BC he broke out of a gladiator s school and fled to Mt. Vesuvius to begin a war against the Roman Republic. His army defeated multiple forces and devastated Southern Italy and continued to move north. This uprising was named the Third Servile War and was known for being the struggle of oppressed people. Spartacus was killed in war in 71BC (Infoplease, 2007). Another famous ancient Roman was Julius Caesar. Caesar was born in Rome in 100BC to a member of a noble patrician family. He traveled to Rhodes to study under Greek orator Apollonius Molon. During his trip he was captured by pirates, but was later freed and in return killed the men who kidnapped him. In 73BC Caesar became a priest, allowing him to become involved in state affairs and in 65BC he was given the title Curule Aedile, making him responsible for maintaining buildings and organizing festivals. During his time Caesar was also granted to governship of Farther Spain and also approved to be a consul. In 58BC Caesar fought a nine year long war and gained wealth and a large army. In summer 49BC Caesar was elected consul and dictator of Rome, which gave him the power to reorganize the system of government. One of Caesar s largest accomplishments was settling the problem of the Roman calendar, which was always ahead of the solar year. A version of this system is the calendar system we use today. During his rule Caesar gained supreme power by taking all power from any other officials and creating a dictatorship. This greatly angered former associates of Caesar and on March 15, 44BC Caesar was stabbed to death at the Senate on March (Matthews, 1989). Closing and Legacy In short, even though the Romans flourished over 1600 years ago, they left a lasting impression on the present world through their cultural, economical, and societal contributions. There are few other places that a person can see architectural masterpieces such as the Colosseum and the Pantheon, which were created during a time period of lesser technology. Even though the Roman Empire eventually fell, the Romans ideas flourished. For example, there are many governments currently in place which are founded in the Republic ideals set forth by the Romans. Therefore, even though over 1600 years have 6

7 passed since Rome has flourished, their lasting contributions to the present world alone indicate that ancient Rome is a very important topic which younger generations should be familiar with, and understand that many American ideals were heavily influenced by ancient Roman culture. 7

8 Appendix A National Social Studies Standards: Civic Ideals and Practices: A: Examine the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law. F: Identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision making. K 4 content standard 6: Regional Folklore and Cultural Contributions That Helped to Form Our National Heritage K 4 content standard 7: Selected Attributes and Historical Developments of Various Societies in Africa, the Americas, Asia, and Europe. National Council for the Social Studies: (a) Examine the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law, (d) Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic Virginia Standards of Learning: 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. 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. 3.8: The student will recognize the concepts of specialization (being an expert in one job, product, or service) and interdependence (depending on others) in the production of goods and services (in ancient Greece, Rome, the West African empire of Mali, and in the present). National Standards of Art Education (Visual Arts): K 4 content standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas. 3.6 The student will create a functional object that reflects the contributions of Greco Roman civilizations, as found in artifacts The student will discuss how history, culture, and the visual arts influence each other The student will identify how works of art reflect times, places, and cultures. 8

9 Lesson #1 Map Skills Lesson Plan Context: Lesson plan preparers: Kyra K., Sarah R., Angel H., Jennifer C. & Becca R. Level: 3 rd Grade; Topic: Map Skills; Time: 1 hour; Whole group & small group/20 students Standards: 3.4: The student will develop map skills by: locating Greece, Rome, and West Africa describing physical and human characteristics of Greece, Rome and West Africa 3.1: The student will explain how contributions of ancient Greece and Rome have influenced the present in terms of architecture, government, and sports Objectives: 1. Given the teacher s model, the students will identify the continent of Europe, the country of Italy, and the city of Rome on a map. 2. Given the teacher s lesson, the students will compare and contrast Roman architecture to United States buildings. 3. Given the teacher s demonstration, the students will interpret a classroom map to locate the Roman coliseum. Resources: Large cut out of Italy; blank maps of the world and Europe for each student; maps of classroom for small groups; PowerPoint presentation of Rome pictures; transparency/picture of Roman coliseum (Dubois, M. (2004). Ancient Rome. New York: Capstone Press.); overhead projector; computer and screen. Content and Instructional Strategies: Introduction (anticipatory set): To start out the lesson, there will be a large cut out of boot shaped Italy on the board for all of the students to see. Hand out the world map to each student, and ask each student to identify where Europe is on the map. After they have identified Europe, hand out a second map of just Europe, and ask the students to identify where Italy is located by looking at the boot shaped cutout of Italy on the board. After the students have identified where Italy is on the map of Europe, show the students where the city of Rome is located (modeling). Next, the students will refer back to their world map and locate where Italy is on their world map, and also locate the state of Virginia. Prompt students to give some directional cues as to where Rome is as compared to Virginia, such as How would we get to Rome from Virginia? What direction would we have to go to get from Virginia to Rome? To the right? Left? Up? Down? Content Focus: Students will be shown a Power Point (PP)of pictures of Rome taken by the teacher on recent visit to Rome. The PP will focus on the famous architectural buildings found in Rome, e.g. Roman Coliseum, Pantheon, & Trevi Fountain, (instructional input). After the PP, present the class with a transparency/picture of the Roman coliseum as it looked back in the days of Ancient Rome. Ask: What 9

10 do you think the Roman Coliseum is made out of? How did the Romans build the large building back in those days? After the discussion of Roman architecture, show the students a recent picture of the Empire State building. Ask: What is the Empire State building made out of? How was the building made? After the class discusses the empire state building, ask critical thinking questions such as Which building the Roman Coliseum or the Empire State building took longer to build and why? This will give the students a chance to think more critically of Roman architecture. Finally, the students will get into small groups of 4 or 5 and will be given maps that include Virginia and Italy, with the Roman Coliseum placed on the location of Rome. On overhead, provide guided practice by asking students to provide directions right or left, up or down, specifying number of thumbprints, to go from Virginia to West Virginia and from Virginia to Bermuda in the Atlantic Ocean. Check for understanding by other students by asking them to give thumbs up or thumbs down when selected students are called upon to answer. Ask all students to then write out directions (e.g. right one thumbprint, left two thumbprints, up, down, etc.) in order to navigate how to go from Virginia to the Roman Coliseum in Italy (independent practice). Closure: After the students finish their map activity, bring them back together to review the differences between Roman and U.S. architecture. What were the Roman buildings made out of? What is the Empire State building made out of? What are some of the tools used to help Romans build their buildings? Do you think it was easier or more difficult to build the Empire State building? Would you have rather built the Roman Coliseum or the Empire State building? Why? Assessment: Formative Small groups: Can groups interpret map to locate Roman Coliseum? Group: Can group describe differences between Roman architecture and U.S. architecture? Summative Directions of how to get from Virginia to Coliseum in Italy; multiple choice question (attached). Content/Background Information. The continent of Europe is located directly across the Atlantic Ocean from North America, and Italy is located at the bottom of Europe, and is shaped like a boot. The Roman Empire is of great importance to study, as many aspects of Roman culture have been used as the basis for current cultural aspects, particularly that of Roman architecture. Vocabulary: Architecture the character or style of building; Coliseum an amphitheater, stadium, large theater, or other special building for public meetings, sporting events, exhibitions, etc.; Empire a group of nations or peoples ruled over by an emperor, empress, or other powerful leader or government: usually a territory of greater extent than a kingdom. 10

11 Multiple Choice Questions: 1. Which picture illustrates the country of Italy? A. C. B. D. 2. The country of Italy is found on which continent? A. Asia B. Africa C. South America D. Europe 3. Which picture below is a picture of the Colosseum? A. C. B. D. 11

12 4. Approximately, when did the Roman Empire flourish? A. 21 st century B.C.E. 16 th century B.C.E. B. 15 th century B.C.E. 9 th century B.C.E. C. 7 th century B.C.E 5 st century A.D. D. 9 th century A.D. 15 th century A.D. 12

13 Lesson Plan #2 Roman Culture and Mythology Preparers: Becca Ruel, Jennifer Campbell, Sarah Romers, Kyra Kaylor, and Angel Holloway Topic: Roman Oral Tradition Intended Audience: 3rd grade; heterogeneous general education Social Studies class (25 students) Virginia History Standards of Learning 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. National Standards for Art Education (Visual Arts) 3.6 The student will create a functional object that reflects the contributions of Greco Roman civilizations, as found in artifacts The student will discuss how history, culture, and the visual arts influence each other The student will identify how works of art reflect times, places, and cultures. Objectives The student will: 1. Analyze an artifact that reflects both Roman artistic and cultural values 2. Identify the importance of Roman mythology and how it reflects the culture and history of Rome 3. Create their own mythological characters and utilize oral tradition to communicate the story behind their creations Materials/Time Needed: 1 hour Whole class setting: Discussion of artifacts and the qualities, characters, and importance of Roman mythology o Medusa s Head artist unknown o Piero Di Cosimo s Andromeda Saved by Perseus found in the Illustrated Age of Fable o Snake Hair; The Story of Medusa by: Stephanie Spinner Small group setting: Creation of mythological creatures and explanation Foam mask template, markers, glue, scissors, feathers, sequins, synthetic hair, colored cotton balls, pipe cleaners, feathers, construction paper, or any other craft materials that would make good facial features Procedure Introduction: Show students Andromeda Saved by Perseus (painting). Who do you think Perseus is? (objective/interpretive) What extraordinary things do you notice about him? (objective) Which character represents Andromeda? (objective/interpretive) Is there anything about this painting that seems out of the ordinary? (reflective) What different emotions are the people in this picture portraying? (interpretive) (Prompt students to pick out the sequential nature of the artwork). The sculpture of Medusa s head will be shown to the students and the following questions will be asked: What is it made out of? (objective) Who do you think this is? (objective) What do you notice about the shape of the sculpture? (objective) Inform students that the sculpture is a depiction of Medusa who is a mythological character. Read Snake Hair and explain what a myth is. Following the reading, ask the 13

14 following questions: What kind of character was Medusa and how does she make you feel? (reflective) Why do you think the sculptor decided to make this? (interpretive) Do you think the sculptor did a good job of capturing Medusa s character? (decisional) Take a second look at Andromeda Saved by Perseus, how have your feelings about the artwork changed? (interpretive) Content Focus: Guided Practice What other characters besides Medusa were in the story? (objective) As a class create a list of character roles in mythology (hero, monster, gods). Engage students in a discussion about the role of each of these types of characters in the story. Ask students why and how these characters and stories may have been created. See Background for more details on the importance and etiology of mythology. Modeling oral communication Play the Telephone Game with the following sentence: Medusa was so ugly that the sight of her turned people to stone. After the game, debrief with these questions: What happened to the original story? How could we tell the story differently without the use of words? Why do you think they created these creatures? Can you think of characters in books like these creatures? Art Demonstration Provide students with a prepared foam mask template, and various materials. Give a hand out with instructions about how to create their mythological creature (see attached). Read this description out loud to the class. Each direction will pertain to a certain facial aspect of the creature, but will be vague in nature. The purpose of this is for students to understand how one story can be interpreted or told in several different ways, and how myths evolve from this process. Closure Have students share their creature depictions with either a small group or the whole class. Some students may want to make up a story about their creatures. Background The key characteristics of Roman mythology appeared thousands of years ago. The Romans ruled a huge empire and gained a lot of ideas from many different cultures. The mythology of the Romans emphasized the founding, history, and heroes of Rome. The poet Virgil linked Roman legends with truths in Rome s national story. However, after the Romans conquered Greece, their gods became largely connected to those found in Greek mythology. The story of Medusa, a beautiful girl turned into a monster by the goddess Athena, is an example of a myth that became a part of Roman lives during this transition. Andromeda and Perseus, characters discussed in this lesson, were also borrowed from the Greeks and molded into Roman customs. Today we admire the oral tradition of Roman mythology for its amazing ability to influence almost every part of Roman culture and provide Rome with an ancient, famous, and celebrated history. Assessment Formative: contributions and insights on the two pieces of artwork, responses to questions about mythological creatures, participation in telephone game activity, explanation of their creature and discussion of the differences between creatures. Summative: Creature project end product; multiple choice questions 14

15 Medusa s Head Artist: Unknown 15

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17 Pictures of Andromeda Saved by Perseus 17

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19 Multiple Choice Questions: 1. When the first Roman myths were created, how were they spread throughout the empire and passed down from generation to generation? A. Through oral tradition B. Through story books C. Through radio broadcasts D. Through newspaper 2. Why was mythology an important part of Roman culture? A. The myths scared their children into behaving. B. The myths were their only entertainment. C. The myths reminded Romans of their history and heroes D. The myths reminded them to never look a monster in the face. 3. What happened to people if they looked at Medusa? A. They melted B. They turned to gold C. They froze D. They turned to stone 19

20 Instructions for Creating Your Creature Mask You must read the directions carefully, and follow exactly what they say. However, the parts of your creature s face can be made from any material. 1. Your creature must have a third eye, other than the two eyes already cut out in the mask. The third eye can be placed anywhere on the creature s face. 2. Your creature must have THREE eyelashes on any ONE of the eyes. All three eyelashes DO NOT have to be the made from the same material. 3. Your creature must have a horn. The color of the horn should be your favorite color. The horn can be placed anywhere on the creature s face. 4. Your creature must have a nose. The nose CANNOT be made out of the same material as the extra eye or the horn. The nose MUST be place right below the eye that has eyelashes. 5. Your creature must have hair. The number of strands of hair = the number of the day you were born. For instance, if you were born on June 14, you re creature would have 14 strands of hair. Your hair can be made out of any material you choose and all the hair DOES NOT have to be made out of the same material. Your creature must have 12 freckles. You must have 3 different shapes of freckles. For instance, I might have 7 freckles shaped like the moon, 4 freckles shaped like horseshoes, and 1 freckle shaped like an apple. (7+4+1=12) You can draw these freckles on with markers, and they can be any color you choose. They DO NOT have to be the same color. References: Bulfinch, Thomas. The Illustrated Age of Fable. New York: Stewart, Tabori & Chang, Campana Relief Fragment: Head of Medusa or Scylla. 100B.C. 100 A.D. The Muscarelle Museum of Art, Williamsburg. Di Cosimo, P. (n.d.). Andromeda Saved by Perseus. Florence. Spinner, S. (1999). Snake Hair. New York: Grosset & Dunlap, Inc. 20

21 Lesson #3 Biography Lesson: Julius Caesar Audience and Space: A 1 hour whole group lesson that will be conducted in a 4 th grade classroom of 20 students. Materials: Julius Caesar by Rupert Matthews (Williamsburg Regional Library); 4 printed pictures of Caesar (online); index cards; sentence strip; script and quote from Shakespeare, white sheet, crown of leaves National Social Studies Standards: Civic Ideals and Practices A. Examine the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law. F. Identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision making. Standards: History and Social Science Standards of Learning in Virginia 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. Objectives: 1. After examining pictures of Caesar and listening to his biography, students will arrange, on a timeline, political and social contributions from his life. 2. After discussing the life of Julius Caesar, volunteers will reenact excerpts from a Shakespeare play, emphasizing a significant event in Roman political history. Lesson Description: Introduction: Begin with a review of the famous Roman people that have been discussed so far and followed by an introduction to today s topic biography and the life of Julius Caesar. There will be pictures of Caesar on the board for the students to view at this time. Ask students if they know who is in the pictures and to offer information known. Explain that students will be learning about Julius Caesar to gain an understanding of his life and accomplishments and the contributions he made to Roman society. Content Focus: Drape sheet over shoulders to create the image of wearing a Roman toga and place crown of leaves on head. Acting in first person, read (or memorize) the quote from Shakespeare (see attached quote) to give students a glimpse into the life of Julius Caesar. Key Questions: Does anyone know what this quote has to do with Caesar s political career? Describe the plot to assassinate Caesar. Explain Caesar s role in the government, his impact on the Roman Empire and the Roman calendar. Explain that biographical study is one way to examine how individuals have made important contributions to society and, as a means to focus on the contributions of Julius Caesar, students will each be responsible for contributing 1 fact to the timeline of his life. They will be responsible for 21

22 identifying the date and event and labeling a card to tape to the timeline in the proper order. After reading excerpts from Great Lives: Julius Caesar, model how the timeline will be created with a sample timeline card. After each student has completed his/her card they will come to the board and attach his/her card to the proper location on the timeline. Closure: Provide students with an excerpt of a script of Shakespeare s play about Julius Caesar. Ask for volunteers to read the various parts and call them to the front of the room. Have students take turns reading their parts. Discuss the language and its meaning where confusing. Close with statement about the greatness of Julius Caesar and how he not only expanded our knowledge of government, the calendar, Roman battles, territory expansion, etc. but also inspired the writings of Shakespeare. Background Information: Teaching biography allows students to learn about famous or non famous people of the past who have contributed to society in some way. Ancient Rome is studied in 3 rd grade and as a continuation to that unit this fourth grade class will be exploring the biography of a Roman legend, Julius Caesar. Caesar was born in Rome on July 12, 100 B.C. Caesar was born to a patrician family and received a thorough education. During Caesar s reign he led the army to many victories and greatly extended the territory of Rome. Julius Caesar led a career in public service and served a time in the military. While going on a journey to receive public speaking training Caesar was captured by pirates and put up for ransom. During this incident, Caesar further proved to the Roman people that he was a determined man. Caesar was also a priest, provided religious festivals, organized gladiator fights, and was a brave soldier. He led a life of many trades and left a large footprint on Ancient Rome. Julius Caesar,... was an undisputed ruler of Rome... and... a politician of superb ability who could right the many wrongs that existed in Roman society. (Matthews) See attached timeline. Evaluation: Formative Evaluation: The teacher will observe students willingness to participate in discussion and the accuracy of their answers when responding to questions. Summative Evaluation: Note card for timeline and multiple choice question. 22

23 Multiple Choice Questions: 1. What reason best describes why Julius Caesar was assassinated? A. For attempting to expand Roman territory in Britain. B. He took power from former associates and changed the government to a dictatorship. C. He had a love affair in Egypt with Cleopatra. D. He returned took several warships to sea and captured and executed the pirates that took him hostage on his voyage to Rhodes. 2. Who assassinated Julius Caesar? A. Brutus B. Antony C. Pompey D. Crassus Pictures of Julius Caesar for Introduction: 23

24 Quote to Be Read in Content Focus The Tragedy of Julius Caesar: Author: William Shakespeare Act 1 Scene II CAESAR Would he were fatter! But I fear him not: Yet if my name were liable to fear, I do not know the man I should avoid So soon as that spare Cassius. He reads much; He is a great observer and he looks Quite through the deeds of men: he loves no plays, As thou dost, Antony; he hears no music; Seldom he smiles, and smiles in such a sort As if he mock'd himself and scorn'd his spirit That could be moved to smile at any thing. Such men as he be never at heart's ease Whiles they behold a greater than themselves, And therefore are they very dangerous. I rather tell thee what is to be fear'd Than what I fear; for always I am Caesar. Come on my right hand, for this ear is deaf, And tell me truly what thou think'st of him. literature.com/shakespeare/julius_caesar/3/ 24

25 Timeline of Julius Caesar s Life: July 12, 100 BC Born in Rome to Gaius Julius Caesar; a member of one of a noble patrician family. 76 BC Caesar traveled to Rhodes to study under Greek orator Apollonius Molon; he was captured by pirates on his voyage, but later freed. 73BC Caesar returned to Rome and reentered politics; became a priest which enabled him to become involved with state affairs. 65 BC Obtained post of Curule Aedile responsible for maintaining buildings within Rome and organizing festivals. 61BC Caesar was granted the governship of the province Farther Spain; during this time he gained his reputation for being a remarkable soldier. 59BC Caesar was approved to be one of the two consuls for the year; with this position he can arrange laws favorable to both Crassus and Pompey. This agreement between the 3 men became known as the Triumvirate. 58BC Caesar went to Gaul, where he fought a nine year long war. He gained wealth, a large army, and prestige. He opened up northern Europe for Roman control. 55BC In Britain, two tribes rebelled against Roman control and Caesar defeated them both and killed them all. 55BC Summer Caesar set sail to Britain in search of gaining power because of the rich minerals in Britain. His trip was not a success because part of the fleet lost its way in the sea and the troops that arrived were overwhelmed by the large British army. 52BC A widespread revolt broke out in Cisalpine Gaul under the command of Gallic hero Vercingetorix. Caesar defeated them and sent the commander to prison. January 10, 49BC: Caesar marched his troops to the Rubicon River and decided to cross even though civil war was inevitable. Caesar crossed the river and marched to Rome where more people joined him in raising money and preparing for the war against Pompey. Summer 49BC: Caesar marched to Spain and defeated the Roman army that was loyal to Pompey. He then returned to Rome and was elected consul and dictator of Rome. With this new power he could reorganize the system of government. Spring 48BC: Caesar sailed to Greece to find the armies of Pompey. 25

26 August 9, 48 BC: Caesar s and Pompey s army met on the Plain of Pharsalus where Caesar s army had victory. Pompey s army lost 15,000 dead and 20,000 captured. Pompey fled to Egypt. October 2, 48BC: Caesar went to search for Pompey in Egypt and on this date he arrived in Alexandria. The Egyptian messengers brought Caesar Pompey s severed head. Caesar did not want him dead; he just wanted to strip him of power. Autumn and Spring of 47BC: Caesar stayed in Egypt for a while and had a love affair with Cleopatra. During this time his enemies gathered and during the autumn and spring Caesar defeated them in 3 campaigns. One of the battles was so swift that Caesar described it in his famous words Veni, Vidi, Vici, which means I came, I saw, I conquered. 46BC: Caesar decided to settle the Roman calendar problem. Their calendar was too short and it always got ahead of the solar year. In 46BC Caesar declared that the year would have 445 days and every year after would have 365 days since it takes the Earth approximately that many days to rotate the Sun. He also decided to add one day every fourth year to compensate for the discrepancy. This system is what we use today. 44BC: Caesar had established supreme power by removing authority from other officials. He angered many patricians because they previously had the power in Rome. He further upset them when declaring in 44BC that his dictatorship would pass on to his nephew, Octavian; in the past Rome had a strong Republican system of government. March 44BC: Caesar called a meeting of the Senate. He wanted to be given a royal title of king because he would gain more respect than he had as a dictator. One group was happy with this, but another (Brutus, Cassius and Casca former associates of Caesar) were not because they wanted to return to the Republican form of government. March 15, 44BC: When Caesar arrived at the Senate on March, his conspirators leapt at him and stabbed him to death. He fell at the base of a statue of Pompey (his old rival). Dates collected from the following books: Julius Caesar By: Rupert Matthews Leaders of Ancient Rome: Julius Caesar, Conqueror and Dictator By: James Thorne People Who Made History in Ancient Rome By: Patricia Levy 26

27 References: Hatzigeorgiou, K. (2007). Julius Caesar. Retrieved October 15, 2007, from com/julius caesar.shtm Levy, P. (2001). People Who Made History in Ancient Rome. New York: Raintree Steck Vaughan Publishers. Matthews, R. (1989). Julius Caesar. New York: The Bookwright Press. McEachron, G. (2001). Self in the World: Elementary and Middle School Social Studies. New York: McGraw Hill. On Truth and Reality. (2007). The Life of Julius Caesar. Retrieved October 15, 2007 from, caesar life history biography pictures quotes.htm Standards of Learning Currently in Effect for Virginia Public Schools. (2007). Grade Three: Introduction to History and Social Science. Retrieved October 15, 2007, from Superintendent/Sols/history3.pdf. The Literature Network. (2007). Shakespeare: The Tragedy of Julius Caesar. Retrieved October 15, 2007, from literature.com/shakespeare/julius_caesar/3/ Thorne, T. (2003). Leaders of Ancient Rome: Julius Caesar, Conqueror and Dictator. New York: The Rosen Publishing Group, Inc. 27

28 Grade Level: 6 th, Whole Group (25 students) Time: Two weeks Ancient Rome Culture Kit 2007 Lesson #4 Roman Government Issue: The U.S. Government vs. The Republic of Ancient Rome Standards: National Council for the Social Studies (a) Examine the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law, (d) practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic Objectives: 1. After doing independent research using multiple sources, the students will participate in a debate arguing for either the U.S. government or Ancient Rome s Republic form of government. Essential Question/Argument: Generated by student Instructional Strategies: Catalyst: The teacher will read the following excerpt from the campaign speech given by an individual who would like to change the U.S. government if he (or she) wins the 2007 Presidential election. This candidate hopes to change the current U.S. government back to the Roman government that was in existence during the time of Julius Caesar. The United States government [might] have to change in order to resemble the Roman Republic, pending the results of an important debate among two presidential candidates! This will cause many changes in our country. What will be the position of students in the class? Attention Fellow Americans, Today I would like to inform you of what I think our government should look like if I win this election. I believe the best form of government was represented by the Ancient Romans. The Roman Republic seems to be the ideal form of government and I feel our country will benefit from such an institution. Although women and poor people may not be able to vote and other changes may occur, this will be a wise move for the United States. Please show your support and vote for me after the upcoming presidential debate. Content Focus: On the first day of the lesson, the teacher will divide students into two groups those who would like to investigate and describe the U.S. form of government and those who would like to investigate the Roman Republic form of government. Each group will generate opinions about what they believe are important characteristics of governments and government leaders. Over the next two days, students will be asked to generate a question that they would like to investigate regarding either the U.S. form of government or the Roman Republic. Students will complete the attached worksheet 28

29 which records their question, hypothesis, and research. Once both groups have completed their research (starting with the resources in Background Information Section), the fourth and fifth day will consist of the teachers introduction of the concept of debate and help them prepare to debate the advantages and disadvantages of each form of government. The students will engage in an informal debate as a method of practice, one side supporting going to school year round and the other against year round school. This will allow the students to become familiar with the process of debating. During the formal debate, half of the class will represent the U.S. government and the other half will represent the Roman Republic. The students will be told it is important to pay attention to both viewpoints being that they will be assessed on both. Over the next three days, the students will independently gather information about their assigned point of view. They will have access to books, the internet, and can also reference notes taken during the movie. They will be required to document their ideas, arguments, etc that support their position. On the ninth day, the small groups will come together and gather their main ideas, arguments, etc. that will be presented in the debate. The rules of debating will also be reviewed on this day. On the final day, the students will hold their debate. The teacher and another faculty member will judge which group argued their position most effectively. Evaluation/Assessment: Formative assessment The teacher will observe student discussions, participation. Each group will be required to turn in their ideas, arguments formulated at the end of days 6, 7, and 8. Summative assessment The students will be given the following essay question to answer after the debate: Directions: Read the following question. Answer all parts of the question as thoroughly as you can. Use complete sentences and make sure you proof read! 1. Give three aspects of the U.S. government (3 pts) and three aspects of the Ancient Roman government (3 pts). Based on our in class debate, explain which position supports your personal opinion on the best type of government (2 pts), and which point was the most persuasive in influencing your opinion (2 pts). Background Information: The federal government of the United States consists of a governmental body that carries out the roles assigned to the federation of individual states established by the Constitution. The federal government has three branches: the executive, legislative, and judicial. Through a system of "checks and balances," each of these branches has some authority to act on its own, some authority to regulate the other two branches, and has some of its own authority, in turn, regulated by the other branches. In addition, the powers of the federal government as a whole are limited by the Constitution, which leaves a great deal of authority to the individual states. 29

30 The Roman Republic was the phase of the ancient Roman civilization characterized by a republican form of government, meaning that the highest power belonged to the citizens. The senators of the time agreed to share leadership with the assembly so no one could take over and rule as a tyrant. The Assembly was made up of citizens who were entitled to vote (landowning men). The republican period began with the overthrow of the Monarchy c. 509 BC and lasted over 450 years until its subversion, through a series of civil war. Source #1- The Ancient Roman World by Ronald Mellor and Marni McGee In this book, the characteristics of the Roman Republic are described and emphasis is places on the role citizens played within the government. The story is told of how the senators took control of the government and shared their power with the Assembly so that no one could ever rule as a tyrant. Students will be able to find similarities and differences between the Roman Republic and the United States government. They will be able to note the length of the Roman Republic (5 centuries), the civil wars fought, influential people, etc. Source #2 The Making of America by Historian Robert D. Johnson This book, published by National Geographic, provides detailed information about the United States as a whole. There are several maps, biographies of significant figures, and landmark events. Students will find details about the government that will aid them in their debate. The branches of the government and their functions are also discussed in detail. Source #3 This website provides links to several websites for elementary students pertaining to social studies, civics and government. The students will be able to explore independently to find facts about the U.S. government. It is very accessible and a great deal of information is available through these resources. Source #4 Video The Branches of Government The students will watch a video on the branches of the United States government available through The video details the different branches and the powers that lie within them. It shows how important the branches are in making the U.S. government function. 30

31 Name: Date: The U.S. Government vs. The Roman Republic Student Investigation: 1) Given the discussions we ve had over the past few days, give one reason a country may be in favor of either of these forms of governments. 2) What further questions do you have about the U.S. government or the Roman Republic? 3) Investigate your questions by conducting further research. Use this form to help you organize your findings. Question: Hypothesis: Resource consulted: Relevant Information Discovered: 31

32 Additional information: Additional questions: Time devoted to today s research: 32

33 The U.S. Government vs. The Roman Republic Student Investigation: 1) Given the discussions we ve had over the past few days, give one reason a country may be in favor of either of these forms of governments. Perhaps the country will not want to be ruled by one king or power. 2) What further questions do you have about the U.S. government or the Roman Republic? What type of government exists in Rome today? Is it similar to our government? 3) Investigate your questions by conducting further research. Use this form to help you organize your findings. Question: How would the U.S. government change if it had to resemble the Roman Republic? Would our lives change if this happened? Hypothesis: Our country would be run differently if we had to be like the Ancient Romans. Our lives would be different and we may not have as many freedoms. Resource consulted: Ancient Roman World by Ronald Mellor and Marni McGee Relevant Information Discovered: Women and poor people would not be able to vote if we switched to a government like the Roman Republic. The Senators elected to the Assembly handled many things. For example, they were judges, priests, military commanders, and city councilmen. However, after the city grew, they needed more help and called these individuals magistrates. 33

34 Additional information: During the time of the Roman Republic, Rome transformed into a huge city going from 35,000 to a population of 1 million. Additional questions: Why weren t women allowed to vote? What would happen to our country if the women and poor people weren t allowed to vote? Would that be fair? Time devoted to today s research: 45 minutes 34