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Ancient Rome

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		1983 Volume II: Greek and Roman Mythology ^Votes:0 Yale-New Haven Teachers Institute Home Greek and Roman Mythology 1983 Volume II Table of Contents SELECT TITLE TO GO TO CURRICULUM UNIT TO GUIDE ENTRY Preface Introduction 1. The Odyssey: A Deeper Appreciation ______ Marie L. Fadus 2. A View of The Odyssey ______ Anna K. Baker 3. Prometheus, the Firebringer ______ Kelley O?Rourke 4. Mythology for the Classroom ______ Michael Conte, Jr. 5. Reading and Writing Via the Myths ______ William F. Natale Jr. 6. Teaching Mythology: Gods and Heroes ______ Diana Doyle 7. Mythological Archetypes: Amazons to Madison Avenue ______ John Severi 8. Myth Connections ______ Camilla L. Greene 9. Mythology in the ESL* Classroom ______ Doris Vazquez 10. Mythological Soaps ______ Laura Ferrante-Fernandes 11. Greek and Roman Mythology in the Classroom ______ Irma Read More Go to Site


		A Day at the Roman Forum: Public Life in Rome ^Votes:0 Houghton Mifflin Social Studies A Message of Ancient Days A Day at the Roman Forum: Public Life in Rome Objective: Students research the Roman Forum, the public center of Roman life, and write an account of a day in the Forum. What You Need: The Roman Forum worksheet (print and copy) materials and information about daily life in ancient Rome (see our Unit 6 Bibliography for suggestions) Suggested Time: 3-4 hours over 2-3 days Building Background: Point out to students that Rome's public center was the Forum, or marketplace. Rome, as the center of a vast and varied empire, had an especially elaborate and magnificent "marketplace" filled with a range of public buildings: temples, shops, and even a prison. Tell students that they will research the buildings and daily activities that took plac Read More Go to Site

		Ancient Rome--World History lesson plan (grades 6-8)--DiscoverySchool.com ^Votes:0 body {margin-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0px;background: #565656 url(http://www.discoveryeducation.com/images/BG.jpg) top left repeat-x;} .global_text { font-family: Tahoma, Arial, Helvetica, sans-serif; font-size: 11px; color: #666666; } #header {position:relative;top:0px;left:0px;} #wrapper {position:relative;top:0px;left:0px;} #blocks {position:relative;top:0px;left:0px;} #logo {position:absolute;left:13px;top:13px; z-index:5; width: 108px; height: 68px;} #mainLinks {position:absolute;left:165px;top:39px; z-index:6; width: 582px; height: 18px;} #panelBox {position:absolute;right:20px;top:5px; z-index:12; width: 582px; height: 18px;} #educatorLoginBox {position:absolute;right:20px;top:7px; z-index:12; width: 582px; height: 18px;} #passcodeLoginBox {posit Read More Go to Site

		Ancient Times vs ^Votes:0 Ancient Times vs. Modern Times: What leads a person(s) to assassinate a leader or prominent person? Created By: Jodi Crawford * This lesson was adapted from an idea found at: http://157.182.12.132/omdp/Jami/htm/pyrmfact.htm Grade: 7 Rationale/Context: The students will have completed two individual one page reports--one on Julius Caesar and the other on a "modern" prominent figure who had also been assassinated. These reports were based on a unit plan surrounding Ancient Rome. Both reports focused primary on the assassination of these people and the events surrounding their deaths. For example, the social, political and economic climates at the respective times. From this prior knowledge, I would want the children to start to think critically about the similarities an Read More Go to Site

		Article - Social Studies School Service ^Votes:0 about us \| your account SEARCH advanced search \| search results sign in \| check out \| view cart You currently have 0 items in your cart which total $0.00 November 23, 2007 Order from a Catalog BROWSE SUBJECT • U.S. History • World History • Geography • Economics • Psychology • Holocaust • California • Govt. & Law FEATURED MEDIA • DVD • eBooks • Posters NEWSLETTER Sign up now for our newsletter Keep up to date with the latest books and media 255) { alert("Please enter at most 255 characters in the \"Email Address\" field."); theForm.Email.focus(); return (false); } return (true); } //--> Email Address: Library Catalog Kits MARC Records Welcome to Social Studies School Service -- serving the educational community for 40 years! Please Sig Read More Go to Site

		Article - Social Studies School Service ^Votes:0 about us \| your account SEARCH advanced search \| search results sign in \| check out \| view cart You currently have 0 items in your cart which total $0.00 November 23, 2007 Order from a Catalog BROWSE SUBJECT • U.S. History • World History • Geography • Economics • Psychology • Holocaust • California • Govt. & Law FEATURED MEDIA • DVD • eBooks • Posters NEWSLETTER Sign up now for our newsletter Keep up to date with the latest books and media 255) { alert("Please enter at most 255 characters in the \"Email Address\" field."); theForm.Email.focus(); return (false); } return (true); } //--> Email Address: Library Catalog Kits MARC Records Welcome to Social Studies School Service -- serving the educational community for 40 years! Please Sig Read More Go to Site

		Cleopatra ^Votes:0 Lesson Plans Hadrian Public Presence: Rulers and Leaders in Our Lives Lesson plan based on Hadrian Compare the presence of Roman rulers with that of U.S. presidents in the lives of the people the led. Skills and Focus: Cultural Comparisons, Writing Subject Area: Social Science Thematic Connection: Comparing Cultures Grade Level: Middle School Time Needed: 40-60 minutes? Objectives Compare the presence of Roman rulers with that of U.S. presidents in the lives of their respective constituencies. Instructional Materials Needed Story: Portraits of Roman Emperors Worksheet Activity Long before the age of mass media, sculpted portraits of Roman emperors were on display in buildings, on coins, and in public squares throughout the Roman empire. Today, we see images of the American president Read More Go to Site

		Cleopatra ^Votes:0 Lesson Plans Mosaic Floor An Animal's Role: Then and Now Lesson plan based on Mosaic Floor Illustrate the geographic origins of various animals imported into the Roman empire and compare their roles to those of animals in the world today. Skills and Focus: Geography, Hands-on, Cultural Comparisons, Studio, Writing Subject Area: Social Science Thematic Connection: Animals, Geography Grade Level: Middle School Time Needed: 60-90 minutes Objectives Understand the scope of the Roman empire by learning how exotic animals were imported into Rome from the farthest regions of the empire. Instructional Materials Needed Story: What Animal Is This? worldmap worksheet Images of assorted animalsphotocopies, pages cut out of National Geographic or other magazines, pictures drawn by the stud Read More Go to Site

		LESSON OR ACTIVITY PLAN GUIDELINES ^Votes:0 ROMAN COINS: EVIDENCE OF A CULTURE By Joninne Wellings Lesson: Rome Grade(s): 7 Rationale based on Pre-instructional Assessment: This lesson will be valuable because: -Students should be able to look at coins of various cultures and examine what characteristics of a culture are visible on the coins. Statement of Learning Outcome(s): It is expected that students: -Generate and justify interpretations drawn from primary sources (coins). -Identify connections between current cultures and ancient cultures. Vocabulary: -Symbols -Value -Contribution -Evidence Student Activities/Teacher Activities: Note: student will already have some knowledge of ancient Rome from reading in their textbook or from previous lessons. Time Allocation Student Activities Teacher Activities Introductio Read More Go to Site

		Lesson Plan ^Votes:0 Gladiators of Ancient Rome Created by: Michael Turner Introduction Standards Objectives Activities Assessment Results Resources "Ave Caesar, morituri te salutant!" "Hail Caesar, those who are about to die salute you!" E-mail the author Schools of California Online Resources for Education Ancient Rome websites: Internet Ancient History Sourcebook Roman Arms and Armor Roman websites collection from the University of Kansas Roman Clip Art Forum Romanum Gladiator websites Gladiators: Rome's Prisoners of Blood and Iron Gladiators: The Movie Site1 Gladiators The Movie Official Web Site. Introduction Life in Rome held various forms of entertainment for it's citizens. One of the most brutal were the games in the Colosseum. These games were not only for the entertainment of the masses, but they bec Read More Go to Site

		Living in the Roman Empire ^Votes:0 Living in the Roman Empire LESSON PLAN Brainstorming: What You Know and What You Wonder OBJECTIVES Grades, Subject, Time MATERIALS DISCUSSION QUESTIONS TASKS OBJECTIVES Students will: Explore and share what they know about the Roman Empire: its citizens, government, laws, religion, art, construction, military power, religious practices, and its rise and fall. GRADES 4-8 SUBJECT History TIME One hour: 15 minutes to create list and watch selected chapter of the Ohana Collection DVD: Living in the Roman Empire 20 minutes for students to set up small groups, list what they have learned about the Roman Empire and prepare to share list with the rest of the class 15-20 minutes to list all answers and discuss them 5-10 minutes to list questions students have about the Roman Empire Back to top MATE Read More Go to Site

		Roman Numerals - An Educator's Reference Desk Lesson Plan ^Votes:0 Lesson Plan #: AELP-NUM0001 Roman Numerals An Educator's Reference Desk Lesson Plan AUTHOR: BESS KUZMA, ST.PIUS X SCHOOL, AURORA, COLORADO GRADE LEVEL: 5, 6, 7, 8 Subject(s): Mathematics/Number Theory OVERVIEW: Roman numerals are no longer an essential component of math, but need to be considered as a part of our cultural heritage. PURPOSE: Students are fascinated by the "secret code" aspect of Roman numerals. It can easily be integrated into a study of addition and subtraction, or world number systems. OBJECTIVES: Recognize Roman numerals as such when students see them. Identify each symbol and what it stands for in Arabic numbers: I - 1 V - 5 X - 10 L - 50 C - 100 D - 500 M - 1000 Generally understand the source of each symbol. (See background information under RESOURCES) Be able to tran Read More Go to Site

		Roman Roads ^Votes:0 General History Ideas Romans and Greeks Egyptians, Aztecs and Vikings Tudors and Victorians World War 2 and Britain Since 1948 History Displays Roman Roads Subject: History Age Range: 7 to 11 The Romans were famous for their roads, and this page describes how Roman roads were built, and how you could use the topic in the classroom. The Romans built roads so that the army could march from one place to another. They tried to build the roads as straight as possible, so that the army could take the shortest route. How the Road was Built... 1) First, the army builders would clear the ground of rocks and trees. They then dug a trench where the road was to go and filled it with big stones. 2) Next, they put in big stones, pebbles, cement and sand which they packed down to make a firm base., 3) Th Read More Go to Site

		Roman Time Line ^Votes:0 Roman Time Line General objectives: Describe the historical development of Greek and Roman societies and their contribution to modern society. Determine how the physical features of an area affect its historical development Evaluate the development of civilizations Specific objectives: Summarize the events and various cultures that led to the formation of Roman culture. (Etruscans, Latins, Sabines etc..) Explain why Rome expanded and what political, economic and social problems this expansion caused Identify the causes & events that led to the conversion of the Roman Republic to the Roman Empire. Identify the accomplishments of significant rulers of the Roman Empire. Discuss the development of the Roman civilization during "Pax Roma". Discuss the problems that led to the decline of the Rom Read More Go to Site

		Rome ^Votes:0 4th C. BC - Trier Germany San Jose State University Museum DID ROME FALL, OR WAS IT PUSHED? Like any great empire that has come before or after it, the theories surrounding the fall of Rome are many. Since the empire crumbled, all other great empires or nations have been compared to Rome, with many coming up short. For many, understanding the fall of Rome is the key to the survival of our great nation, the United States. For much of this century, the U.S. has been compared to the Roman Empire in about every conceivable way. There are those who say that we are following the same path to destruction as the ancient Romans. So, why did Rome fall? Could their fate have been averted, and if so, would the world be different today? The answer lies in what you think after you have looked at all the Read More Go to Site

		rome ^Votes:0 ROME click on image for more information A site for teachers wanting to include a thematic unit on Rome. This site includes teacher resources, lesson plans, and related sites with regards to social studies, science, and mathematics. Mathematics Social Studies Science Resources Read More Go to Site

		Romes Influence--Ancient History/World History lesson plan (grades 6-8)--DiscoverySchool.com ^Votes:0 body {margin-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0px;background: #565656 url(http://www.discoveryeducation.com/images/BG.jpg) top left repeat-x;} .global_text { font-family: Tahoma, Arial, Helvetica, sans-serif; font-size: 11px; color: #666666; } #header {position:relative;top:0px;left:0px;} #wrapper {position:relative;top:0px;left:0px;} #blocks {position:relative;top:0px;left:0px;} #logo {position:absolute;left:13px;top:13px; z-index:5; width: 108px; height: 68px;} #mainLinks {position:absolute;left:165px;top:39px; z-index:6; width: 582px; height: 18px;} #panelBox {position:absolute;right:20px;top:5px; z-index:12; width: 582px; height: 18px;} #educatorLoginBox {position:absolute;right:20px;top:7px; z-index:12; width: 582px; height: 18px;} #passcodeLoginBox {posit Read More Go to Site

		Third Grade - World History - Overview - March ^Votes:0 Third Grade - World History - Overview - March This month's lessons begin the study of World History. For the next three months the students will be studying the Roman Empire. This month there are four lessons and one performance assessment task. The lessons should be completed before the task. While knowledge of the content of these lessons is not necessary for success in the performance assessment task, familiarity with the subject matter will aid in the children's understanding. Third Grade - World History - Lesson 23 - Ancient Rome Objectives Distinguish A.D. from B.C. on a timeline. Compare and contrast two different versions of the legend of Romulus and Remus. Materials Classroom-size world map 1 per pair Worksheet containing two versions of Romulus and Remus (attached) Suggested Boo Read More Go to Site

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