Time Travel Agents
“A Three Stop Tour…Do You Want to Know More?”
SOL 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.
Goal:

Your task is to guide a group of American 3rd graders on a three-stop tour of Ancient
Greece, Rome and present-day Washington, D.C.
Role:

You are a travel agent who will guide a special group of 3rd grade tourists on an exciting
adventure to Ancient Greece, Rome and Washington, D.C.
Audience:

Your audience is a group of American 3rd grade virtual tourists.
Situation:

You’ve been asked to create a special time traveling brochure to 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.
Product, Performance, and Purpose:

You will create a tri-fold brochure in order to explain the significant contributions of
ancient Greece and Rome on modern society in terms of architecture, government, and
sports and how those contributions have influenced the lives of people today. You
should include a primary source (picture and/or document) to represent architecture,
government and sports - from each location visited on the tour. You should include an
explanation of each selected contribution and primary source.
Standards of criteria for success: Follow the accompanying rubric
Rubric for the Time Travel Agents’ Three Stop Tour
Standard
3.1
Create a
Brochure
Written
Explanation
4 - Excellent
3 - Proficient
2 - Approaching
1 - Emerging
The student
created a
brochure showing
one of each
significant
contribution.
The student
created a
brochure
showing one of
each significant
contribution.
The student
created a
brochure showing
some significant
contributions.
The student
created a
brochure with no
significant
contributions.
The student
included ten or
more primary
sources to make
their brochure
more interesting.
The student
included eight to
nine primary
sources in their
brochure.
The student
included four to
seven primary
sources in their
brochure.
The student
included three or
less primary
sources in their
brochure.
The student
provided detailed
explanations of
each primary
source (at least
four sentences
each).
The student
provided
explanations of
each primary
source (three
sentences).
The student
provided minimal
explanations of
each primary
source (two
sentences).
The student did
not provide
explanations of
each primary
source (one
sentence).
The student
added additional
information which
provided more
detail to
brochure.
*This activity and the assessment should take no more than 2-3 days to complete. There
should be 1 day used for research and instruction and 1-2 days to complete the assessment.*
Example Template for Brochure: