Journals Through History
Ancient Rome: Building an Empire
Teacher’s Guide
Grade Level: 3–5
Curriculum Focus: World History
Lesson Duration: 2–3 class periods
Program Description
See ancient Rome’s transition from a republic to the most powerful empire the world has ever known.
Through the writings of Julius, a young boy living in the time of the empire, we get to experience what
it’s like to live under such a powerful empire.
Discussion Questions
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What do you know about the Roman Empire?
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What was the outcome of the Battle of Actium? Why did the battle take place?
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What are some important innovations and inventions from ancient Rome?
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Why was the Pantheon built? Why was it designed with a rotunda?
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How were Roman bathhouses heated?
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Why were aqueducts an important innovation? What was their purpose?
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How were Roman roads built?
Lesson Plan
Student Objectives
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Identify significant achievements and innovations in ancient Rome.
•
Research and present a news report describing significant achievements and innovations
in ancient Rome.
Materials
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Journals Through History: Ancient Rome: Building an Empire video
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Note cards
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Pencils and erasers
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Crayons, markers, or colored pencils
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Poster board
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Encyclopedias, social studies texts, and other reference materials about Roman roads,
aqueducts, the Battle of Actium, Hadrian’s Wall, and the Pantheon
Journals Through History
Ancient Rome: Building an Empire
Teacher’s Guide
•
Computer with Internet access (optional)
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Video camera and equipment (optional)
2
Procedures
1. Discuss significant achievements in ancient Rome. Ask students: What are some innovations that
spread from Rome? What were some of ancient Rome’s greatest achievements? Use Journals
Through History: Ancient Rome: Building an Empire to introduce innovations, achievements, and
important turning points in ancient Rome.
After viewing, talk about the innovations and achievements featured in the program. Why
was the Battle of Actium important? What happened afterward? What was the purpose of the
Pantheon? How were Roman roads used? What is an aqueduct? How did the aqueduct system
change Rome?
2. Tell students they will investigate great achievements of ancient Rome. Ask them to imagine that
they are newscasters living in ancient Rome who have been assigned to deliver a story on a subject
as if it were happening in the present day. Divide the class into groups of four or five and assign
each group one of the following story ideas:
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The end of the Battle of Actium
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The completion of the Pantheon
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Emperor Hadrian’s decision to build Hadrian’s Wall
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The construction of new Roman roads
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The building of the Anio Novus aqueduct (the longest in Rome)
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Roman legions: An in-depth report
Each group is responsible for creating a news presentation to be delivered to the class. The
presentations should be creative, interesting, and include at least one visual aid. If video equipment
is available, students can choose to videotape their news reports to present to the class.
3. Before students begin work on their newscasts, talk about delivery and presentation styles. Make
sure students understand how to deliver an oral presentation effectively. Discuss the kinds of
information that should be part of each presentation. Tell the groups to include the following in
their news reports:
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The end of the Battle of Actium: reasons for the battle, events and strategies used, its
outcome, and at least two fun facts
•
The completion of the Pantheon: details about its design, structure, and purpose, and at
least two fun facts
•
Emperor Hadrian’s decision to build Hadrian’s Wall: what it is, why it is being built, what
the final structure will look like, and at least two fun facts
•
The construction of new Roman roads: how Roman roads are built, their purpose, how the
road system has changed Rome, and at least two fun facts
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Journals Through History
Ancient Rome: Building an Empire
Teacher’s Guide
3
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The building of the Anio Novus aqueduct (the longest one in Rome): What an aqueduct is,
how the aqueduct system works, why aqueducts are important, and at least two fun facts
about the Anio Novus aqueduct
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Roman legions: who fights in the legion, where they come from, inspirations behind Roman
weapons and armor designs, which weapons are of Roman design, a description of how
they look and operate, and at least two fun facts about weaponry or legions
4. Give students time to work on their news presentations in class and as a homework assignment. In
addition to Ancient Rome: Building an Empire, encyclopedias, social studies books, and other
reference materials, the following Web sites might be helpful in student research:
Battle of Actium
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http://ehistory.osu.edu/world/articles/ArticleView.cfm?AID=16
Hadrian’s Wall
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http://museums.ncl.ac.uk/wallnet/
Roads
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http://www.exn.ca/rome/roads.htm
Pantheon
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http://www.italyguides.it/us/roma/pantheon.htm
Aqueducts
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http://www.inforoma.it/feature.php?lookup=aqueduct
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http://www.historyforkids.org/learn/romans/architecture/aqueducts.htm
Roman legions
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http://www.roman-empire.net/army/army.html
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http://www.redrampant.com/
5. Have the groups present their news reports to the class. Afterward, discuss the innovations and
achievement. What new and interesting things did students learn about ancient Rome from the
presentations? What did they find most difficult about researching or presenting the reports?
Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
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3 points: Students accurately identified several examples of significant innovations and
achievements in ancient Rome; researched and presented news reports that clearly
described specific significant achievements and innovations in ancient Rome; and met all
necessary criteria in researching and delivering group news reports.
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Journals Through History
Ancient Rome: Building an Empire
Teacher’s Guide
4
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2 points: Students generally identified a few examples of significant innovations and
achievements in ancient Rome; researched and presented news reports that that somewhat
described specific significant achievements and innovations in ancient Rome; and met most
of the necessary criteria in researching and delivering group news reports.
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1 point: Students identified few or no examples of significant innovations and achievements
in ancient Rome; researched and presented incomplete news reports that did not describe
specific significant achievements and innovations in ancient Rome; and met little or none of
the necessary criteria in researching and delivering group news reports.
Vocabulary
aqueduct
Definition: a structure that a large quantity of flowing water across a river or distance
Context: The ancient Romans liked bathing in clean water, and their aqueducts made it possible.
invention
Definition: A new device, method, or process developed from study and experimentation
Context: The pilum, a long spear, was a Roman invention.
legion
Definition: The major unit of the Roman army consisting of 3,000 to 6,000 infantry troops and 100
to 200 cavalry troops; a large military unit trained for combat
Context: People at the borders of the Roman Empire always fought Rome’s legions.
reform
Definition: To abolish abuse or malpractice; to improve by alteration, correction of error, or
removal of defects
Context: Octavian had many ideas about how to reform Rome and run the government more
fairly and efficiently.
strategy
Definition: A plan of action intended to accomplish a specific goal
Context: Octavian’s forces used good strategy against Marc Antony and Cleopatra.
Published by Discovery Education. © 2006. All rights reserved.
Journals Through History
Ancient Rome: Building an Empire
Teacher’s Guide
5
Academic Standards
The National Council for the Social Studies (NCSS)
NCSS has developed national guidelines for teaching social studies. To become a member of NCSS,
or to view the standards online, go to http://www.socialstudies.org/standards/strands/
This lesson plan addresses the following national standards:
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Culture
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Time, Continuity, and Change
Mid-continent Research for Education and Learning (McREL)
McREL’s Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks, visit
http://www.mcrel.org/compendium/browse.asp
This lesson plan addresses the following national standards:
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Historical Understanding: Understands the historical perspective
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World History—Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE300 CE: Understands technological and cultural innovation and change from 1000 to 600
BCE; Understand how major religious and large-scale empires arose in the Mediterranean
Basin, China, and India from 500 BCE to 300 CE
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Geography—Places and Regions: Understands the physical and human characteristics of
place
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Grades K-4 History—Topic 4: The History of Peoples of Many Cultures Around the World:
Understands selected attributes and historical developments of societies in Africa, the
Americas, Asia, and Europe
DVD Content
This program is available in an interactive DVD format. The following information and activities are
specific to the DVD version.
How To Use the DVD
The DVD starting screen has the following options:
Play Video—This plays the video from start to finish. There are no programmed stops, except by
using a remote control. With a computer, depending on the particular software player, a pause
button is included with the other video controls.
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Journals Through History
Ancient Rome: Building an Empire
Teacher’s Guide
6
Video Index—Here the video is divided into sections indicated by video thumbnail icons; brief
descriptions are noted for each one. Watching all parts in sequence is similar to watching the video
from start to finish. To play a particular segment, press Enter on the remote for TV playback; on a
computer, click once to highlight a thumbnail and read the accompanying text description and click
again to start the video.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
I. The Battle of Actium (4 min.)
Learn about the Battle of Actium and how Octavian’s victory over Marc Antony changed
Roman civilization.
Pre-viewing question
Q: What historic battles or wars have taken place?
A: Answers will vary.
Post-viewing question
Q: What was Octavian’s strategy against Marc Antony in the Battle of Actium?
A: Octavian positioned the navy ships so that Antony and Cleopatra would have to pass them
to reach the open sea and get away. Then he had the ships stay back so that Antony and
Cleopatra’s men would have to row their big boats long and hard, making them tired by the
time the battle started.
II. The Pantheon (2 min,)
Tour the Pantheon and learn about the gods and goddesses worshipped in ancient Rome.
Pre-viewing question
Q: What do you know about religious practices in ancient Rome?
A: Answers will vary.
Post-viewing question
Q: Who were some Roman gods and goddesses?
A: Rome’s main gods and goddesses were Jupiter and Juno, king and queen of the gods; Venus,
the goddess of love; Mars, the god of war; Minerva, the goddess of wisdom; Mercury, the
messenger god; and Neptune, the god of the sea.
III. The Roman Legion (3 min.)
Learn why the Roman legion is considered one of the most highly skilled, successful military
groups in history.
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Journals Through History
Ancient Rome: Building an Empire
Teacher’s Guide
7
Pre-viewing question
Q: What qualities should a good army have?
A: Answers will vary.
Post-viewing question
Q: Where did the ideas behind most of Rome’s weaponry and armor come from?
A: The Romans borrowed many ideas for their military weaponry and armor from other
peoples: swords from Hispania, shields from an ancient Samanite design, helmets were
Etruscan, and the scorpion arrow launcher from Greece. The pilum, a long spear, was invented
in Rome.
IV. Surveyors and Builders (2 min.)
Explore how the Romans used skilled surveyors and builders to help create their awe-inspiring
and commanding structures.
Pre-viewing question
Q: What must a builder do before constructing a building?
A: Answers will vary.
Post-viewing question
Q: What is a groma?
A: The groma was the tool used to survey land in ancient Rome. It has a wooden cross with two
pairs of plumb bobs hanging down. The surveyor would line up one pair of the plumb bobs,
and his assistant would place markers to create a straight line.
V. All Roads Lead to Rome (2 min.)
Learn how the ancient Romans built their roads, which were used to transport food, supplies,
letters, and armies.
Pre-viewing question
Q: What would your town or city be like without roads?
A: Answers will vary.
Post-viewing question
Q: How did the Romans build their roads?
A: Roman surveyors measured the land to find the best places for a straight and level road.
Workers dug a ditch with retaining walls to channel water away. Then they laid stones in
mortar to hold things together. Then they added a layer of gravel and a surface of large stone
slabs.
VI. Bathhouses (2 min.)
Explore the engineering feats that helped keep Roman bathhouses warm.
Pre-viewing question
Q: Where in your school do students socialize or have fun?
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Journals Through History
Ancient Rome: Building an Empire
Teacher’s Guide
8
A: Answers will vary.
Post-viewing question
Q: How did the hypocaust work?
A: The hypocaust, which means fire beneath, was used to heat Roman bathhouses. A furnace
under the floor heated hot air that rose through clay pipes to warm the floor and the walls. The
water is heated in the testudo, which is very close to the fire. The hot water rose in the tub and
the cold water sank.
VII. Aqueducts (1 min.)
Examine Roman aqueducts, which transported clean fresh water to cities from great distances.
Pre-viewing question
Q: Where does the water in your school and home come from?
A: Answers will vary.
Post-viewing question
Q: What was the purpose of the Roman aqueducts?
A: Roman aqueducts, a series of water channels, transported water from the hills and
mountains through tunnels and across valleys and into cities.
VIII. Hadrian’s Wall (2 min.)
Learn why Emperor Hadrian felt the need to build a large wall between Rome and Britannia.
Pre-viewing question
Q: What are the challenges in governing a large empire?
A: Answers will vary.
Post-viewing question
Q: What were some problems in ancient Roman society?
A: A wide gap exited between the rich and poor: Most Romans couldn’t own land and didn’t
have jobs to earn money for food. No one wanted to pay taxes to help feed people and keep the
government running. And the vast empire was difficult to control and govern.
Published by Discovery Education. © 2006. All rights reserved.