KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM
Materials Bank
Roman Empire
Lesson: Social Studies , Grade(s) 07
Geography of Rome
Culture and Society
Duration: 2 Weeks
Lesson
Lesson Plan
Mon­ Geography of Rome Introductory Clip from Professor Arizona/ KWL Chart for prior knowledge
Tuesday­ Geography of Rome Preview Activity from TCI online
Wed­ Geography Challenge Map Skills TCI Online Assignment
Thursday­ Interactive Student Notebook TCI Assignment / Romulus and Remus
Friday ­ Debrief and Summative Quiz on Geography of Anicent Rome
Essential/Guiding Questions
I can describe how the geography
of Rome promoted and limited
human activities.
ESSENTIAL QUESTION:
How are civilizations affected by their geography and the cultures that came before them?
Formative & Summative Assessment
Assessment:
On‐going teacher‐created formative assessments
Teacher­created summative assessment
Student-Centered Learning Experiences
Overview This activity introduces the geographic information essential to understanding content related to ancient Rome. Students read and
interpret maps to learn key physical features of ancient Rome, as well as to understand the expansion of the Roman Empire. Students
annotate an outline map of the Roman Empire, answer questions in their Interactive Student Notebooks, and then discuss critical thinking
questions. Students’ comprehension of content and proficiency in map­reading and higher­order thinking skills will help you gauge their
readiness for the content.Essential Geographic Understandings 1. Location of ancient Rome 2. Key physical features: Mediterranean Sea, Adriatic Sea, Ionian Sea, Tyrrhenian Sea, Alps, Apennines, Rome, Po and Tiber rivers 3. Gradual expansion of the Roman Empire 4. Impact of location on Roman expansion For additional instructional materials in Classrooms, visit https://ciits.kyschools.us/RowanCounty
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4. Impact of location on Roman expansion Procedures 1 Introduce the content. Tell students they will learn about the history of ancient Rome, from its beginnings as a village, then as a city, and
later as an empire that expanded into much of Europe. 2 Create a KWL chart. Ask students to identify what they already know about the geography of ancient Rome and what they want to
learn. Use their responses to gauge how much additional background information they will need as you progress through the unit. Students
will return to the KWL chart at the end of the unit and add the key information they have learned. 3 Have students read “Setting the Stage” in the Student Text. 4 Have students complete the Geography Challenge. Monitor students as they work. Use the Guide to Geography Challenge to check
answers. You may wish to project the map from the Interactive Student Notebook and have students annotate it as the class works through
the map­reading questions. Make sure students have grasped Essential Geographic Understandings 1 and 2. 5 Discuss the “Critical Th inking” questions. Help students understand the geographic relationships described in Essential Geographic
Understandings 3 and 4.
Preview Activity
1 Have students complete the Preview activity for this lesson in their Interactive Student Notebooks. In the presentation, project
Artistic Renditions of Ancient Greece and Rome (Visual 32A in print materials), and tell students that these images are paintings of life in ancient
Greece and Rome. Have students use the projected images to complete the tasks. 2 Have students share their answers in pairs or as a class. Students might identify such common features as columns, statues, arched
windows, decorated buildings, or people in togas. 3 Explain the connection between the Preview activity and this lesson. Tell students that the reason why they were able to point out
similarities between the two images is because the ancient Romans were heavily influenced by the ancient Greeks. In this lesson, students will
learn about the founding of Rome, and discover the influence of neighboring cultures (such as the Greeks) on its development.
Vocabulary Development
1 Introduce the Key Content Terms. Have students locate the Key Content Terms for the lesson in their Interactive Student Notebooks.
These are important terms that will help them understand the main ideas of the lesson. Ask volunteers to identify any familiar terms and how
they might be used in a sentence. 2 Have students complete a Vocabulary Development handout. Give each student a copy of the Vocabulary Development handout of
your choice from the Reading Toolkit in the Program Resources. These handouts provide extra Key Content Term practice and support,
depending on your students’ needs. Review the completed handout by asking volunteers to share one answer for each term.
Reading Notes
1 Introduce the Essential Question and have students read Section 1, Introduction. Have students identify the Essential Question
on the first page of the lesson: How did the Etruscans and Greeks influence the development of Rome? 1 Then have students read Section 1.
Afterward, have students respond to these questions: • Where is Rome? Describe its location. • Who were Romulus and Remus? What was unique about their lives? • According to myth, how was Rome founded? 2 Have students complete the Reading Notes for this lesson. Assign Sections 2­8 during the activity, as indicated in the procedures for
the Response Group. Remind students to use the Key Content Terms where appropriate as they complete their Reading Notes.
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Response Groups
1 Place students in groups of three. Make sure that all students can see the screen. You may want to prepare a seating chart that shows
students with whom they will work and where they will sit. 2 Have students read Section 2 and complete the corresponding Reading Notes. Remind students that they now are familiar with
the myth of how Rome was founded; next they will learn how historians describe the founding of Rome. After students have completed their
Reading Notes, ask, What might be some of the ways that neighboring cultures influenced Rome? 3 Introduce the activity. Tell students that in this activity they will read about Etruscan and Greek influences on Rome, create a set of cards
to represent the influences, and examine images of life in Rome. For each image, groups will identify and discuss the cultural influences that
can be seen or inferred. If necessary, clarify that “to infer” means “to use context clues to draw conclusions about something that is not
clearly stated nor shown directly.” 4 Have students read Sections 3­8 and complete the corresponding Reading Notes. Explain that these sections describe the
Etruscan and Greek influences on Rome, which students must understand before beginning the activity. Use the Guide to Reading Notes to
review the answers with the class. 5 Have groups create “Cultural Influence” cards. Distribute a copy of Student Handout: Etruscan and Greek Influence Cards to each
group. Tell students to create “Cultural Influence” cards by following these procedures: • Cut apart the cards from the handout. • Use the corresponding images in this lesson to complete an illustration on each card. • Use their Reading Notes to add two or three phrases that summarize the influence of that cultural aspect on Rome. For example, on the
“Etruscan Engineering” card, students might write “built stone arches” and “used cuniculus to bring water to the city.” • Review the cards as a group, making sure that every student can explain the six influences. 6 Model the activity procedures. In the presentation, project the top of Artistic Renditions of Ancient Greece and Rome again, or have
students look at the lesson opener image in their book. Follow these steps: • Tell groups they will first set aside “Cultural Influence” cards for all the Etruscan and Greek influences they can directly see in the image of the
Baths of Carcalla. Explain that they might set aside the “Etruscan Engineering” card because they see arches and the “Greek Art” card
because they see sculptures. • Then challenge groups to use their observation skills to identify cultural influences that are implied by the image. Explain that, for example,
students could set aside the “Greek Writing” card because Romans might have kept a written record showing when people paid to use the
baths. • At your signal, have groups hold up a card for an Etruscan or Greek influence they identify (by sight or by inference) in the image. Choose a
group at random and have them explain the Etruscan or Greek influence for the card they are holding up. Have other groups set down their
cards during the explanation. • Then have each group hold up an influence card for a different influence they identified. Choose another group to share. Continue this
process until all identified influences have been shared. • Ask, What questions do you have about the activity procedures? 7 In the presentation, project Roman Street Scene (Visual 32B in print materials) and have students identify Etruscan and
Greek influences. Tell students this is an artist’s version of a street scene in ancient Rome. Have groups neatly line up their “Cultural
Influence” cards in the center of their workspace. Allow students adequate time—about 3 to 5 minutes—to identify cultural influences in the
image (both seen and inferred) and to set aside the corresponding cards. 8 Have groups justify their answers. Follow the procedures in Step 6 to have groups hold up cards and explain the Etruscan and Greek
influences they see in and infer from the image. Some suggested answers follow, but accept any influences that students can justify: • Influences that might be seen: Etruscan engineering (arches), Etruscan sporting events (chariot), Greek architecture (monumental
public buildings), Greek art (sculptures on fountain), and Greek writing (on wall) • Influences that might be inferred: Etruscan engineering (water from cuniculi being drawn from a fountain) For additional instructional materials in Classrooms, visit https://ciits.kyschools.us/RowanCounty
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KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM
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9 Repeat Steps 7–8 for The Circus Maximus (Visual 32C in print materials). Tell students this is an artist’s rendition of the Circus
Maximus. Some possible answers: • Influences that might be seen: Etruscan engineering (arches), Etruscan sporting events (chariot race), Greek architecture (stadium),
Greek art (sculptures and monuments), Greek religion (statues of gods and goddesses) • Influences that might be inferred: Etruscan engineering (water for the horses and spectators), Greek writing (accounts of payment and
posted scores of the races) 10 Repeat Steps 7–8 for The Roman Forum (Visual 32D in print materials). Tell students this is an artist’s rendition of the Roman
Forum. Some possible answers: • Influences that might be seen: Etruscan engineering (arches), Greek architecture (monumental public buildings and columns), Greek art
(sculptures and monuments), Greek religion (statues of gods and goddesses) • Influences that might be inferred: Greek writing (laws posted in public, court orders, senators’ votes, record of trade) 11 Wrap up the activity with a class discussion. Ask, • Which Etruscan and Greek influences did you find the most interesting? • Which aspects of Etruscan and Greek culture do you think had the most important influence on Rome?
Processing Activity
Have students complete the Processing activity. Explain that the Romans, as Americans do, often celebrated the achievements of their leaders
on coins. Tell students that they will honor Etruscan and Greek influences on Roman culture by creating their own coins.
Cross-Curricular Connections
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KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM
Materials Bank
Basal Texts
§ Holt, World History, pp. 294‐309
§ Glencoe, JAT, pp. 262‐273
TCI
§ TCI Online: Ancient World, Lesson 32, Geography and the
Early Development of Rome
§ TCI Ancient World, Chapter 32, Geography
and the Early Development of Rome,
pp. 308­315
§ TCI Online: Ancient World, Lesson 33 The
Rise of the Roman Republic
§ TCI Ancient World, Chapter 33, The Rise of the Roman
Republic, pp. 316‐321
Other Resources
Various segments of the Civilizations: Rise to
Power video, Discovery Education
§ Etruscans, Discovery Education
§ Romulus and Remus, Discovery Education
Standards Covered
2.SS-7-CS: Cultures and Societies
SS-07-2: Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of
groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication)
connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people
form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.
SS-07-2.1: E l e m e n t s o f C u l t u r e
SS-07-2.2: S o c i a l I n s t i t u t i o n s
SS-07-2.3: I n t e r a c t i o n s A m o n g I n d i v i d u a l s a n d G r o u p s
SS-07-4: Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental
interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their
environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the
economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the
future.
SS-07-4.1: T h e U s e o f G e o g r a p h i c T o o l s
SS-07-4.2: R e g i o n s
SS-07-4.3: P a t t e r n s
SS-07-4.4: H u m a n - E n v i r o n m e n t I n t e r a c t i o n
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Organizers
Characteristics of Highly Effective Teaching & Learning - LEARNING CLIMATE
1. Teacher Characteristics: A.
2. Student Characteristics: B.
creates learning environments
actively participates and is
where students are active
authentically engaged
participants as individuals and as
members of collaborative groups
Characteristics of Highly Effective Teaching & Learning - CLASSROOM ASSESSMENT & REFLECTION
1. Student characteristics: B.
Monitors progress toward reaching
learning targets
Characteristics of Highly Effective Teaching & Learning - INSTRUCTIONAL RIGOR & STUDENT ENGAGEMENT
1. Teacher characteristics: F Teacher integrates a variety of
learning resources with classroom
instruction to increase learning
options.
Characteristics of Highly Effective Teaching & Learning - INSTRUCTIONAL RELEVANCE
1. Teacher characteristics: FTeacher works with other teachers
to make connections between and
among disciplines.
Characteristics of Highly Effective Teaching & Learning - KNOWLEDGE OF CONTENT
1. Teacher characteristics: DTeacher uses and promotes the
understanding of appropriate
content vocabulary.
Additional Properties
Author: Rowland, Pam
Publisher: Kentucky Continuous Instructional Improvement Technology System
Cost/Fee: No
Restricted Use: No
Rights:
Keywords:
Created by: Rowland, Pam (3/23/2014 11:21:00 AM)
Last modified by: Rowland, Pam (3/23/2014 11:41:00 AM)
Other revisions of this resource:
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