Rome Unit Plan

Grade: 3
Unit Title: Rome Around the World
Subjects: History
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.
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.
3.7 The student will explain how producers in ancient Greece, Rome, and the West African
empire of Mali used natural resources, human resources, and capital resources in the production
of goods and services.
Rationale:
The main purpose of this unit is to help students understand the importance of ancient Rome in
history and to learn about its contribution to the modern world. In addition, students will
continue to develop map skills by locating Rome on a map and by describing the physical and
human characteristics of Rome, as well as how the people of Rome adapted to, or changed, their
environment to meet their needs. Also, students will learn about a new genre of fiction, myths.

Content Outline:

Geography
o Locate Rome on a map
Demonstrate Italy
Demonstrate Rome
Physical Characteristics
next to the Tiber river
many hills
rich soil limited
Mediterranean Sea
many different types of trees
Adaptation to Environment
Farmers, Traders, Road builders, Ship builders, Pottery Makers, Ship
builders
Government
Republican form- Representative Democracy
the citizens elect a representative on their behalf
citizens were men over the age of 15 that descended from the original
tribes of Rome
Senate (300 men who serve for life)
Two Assemblies
Assembly of Tribes
Assembly of Centuries
elected for two years, they act as high judges and preside over Senate
when the consuls were absent)

Contribution- The United States got their form of government from the
Romans
Arts and Architecture
Art
Mosaics
Sculptures (of gods, goddesses, political leaders)
paintings
Architecture
Arch in buildings came from Rome
Temples, aqueducts, roads, sewers, columns, amphitheaters (Coliseum)
Aqueducts- enabled Romans to bring water from distant sources into their
cities and towns to supply public baths, fountains and private homes
Colosseum- where the Roman games were played
Roman Games
Coliseum- where the games were held
Gladiators
Two men competed against each other with their weapons and fought to
the death
Chariot Races
Racetracks called circuses (Circus Maximus)
Two or four horse chariots
Three to five miles
The games grew greatly over time

Day 1 Intro to Rome

Before:
-Review the continents
and oceans(ask students
to locate Greece)
-Tell students we will
be studying Rome next
-Ask students to write
down anything they
know about Rome
-Allow students to
share

During:
-Locate Europe on world map
and show students where Rome
is located
-Google Earth: Rome, Italy
-Discuss the Geography of
Rome with students (next to a
river-Tiber, built on hills, limited
rich soil)
-Show typical people from
Rome

After:
-Ask students to complete review
and to write down anything they
wonder or have learned about Rome
on KWL chart

Day 2 Adaptations to Environment

Before:
-Review what
students learned
about Rome
-Review what the
word adaptation
means

During:
-Discuss with students how the
Romans adapted to their physical
surroundings to survive.
(farming on the hillside, trading in
Mediterranean Sea)
-Read about the human characteristics

After:
-Write the definition for
adaptation and human
characteristics with students
-Have students brainstorm a myth
they could write about (only if we
have time)

of the Romans
(Farmers, Road Builders, Traders)
-Discuss the use of Myth writing in
Rome (only if we have time)

Day 3 Government
Before:
-Review what students know
about our government here in
the U.S. and the government of
Greece
-Tell students today they will
learn about the government in
Rome

During:
-Read with students
about the government
styles in Rome.
(Republic)
-Show them that is
where the U.S got
their government
-Discuss the two
assemblies

After:
-Discuss similarities and differences
between the Roman government and
the U.S; and the Roman government
and Greece

Day 4 & 5 Roman Arts and Architecture

Before:
-Review what students
have learned about Rome
by having them write a
myth (only if we have
time)
-Have students share with
their neighbors
-Tell students today we
will learn about the arts
and architecture of the
Romans

During:
-Read about what the Romans were known
for making and about how they influenced
our buildings architecture. (Arches,
mosaics, sculpture-represented the many
gods and goddesses, paintings)
-Show students examples of each type of
distinct feature using Powerpoint
-Show and discuss the Colosseum and its
purpose
-Show the students the purpose and use of
aqueducts

After:
-Ask students to write
down something they
wonder or learned
about the Romans
-Select students to
share

Day 6 Roman Games

Before:
-Review what students
know about the Olympics
-Ask students if they know
what kind of athletic events
the Romans participated in

Day 7 Work on transfer task

Day 8 test

During:
-Tell students about the Roman
Games (games played and
where they were played-the
Coliseum)
-Have students work in groups
to write the rules to a Roman
game

After:
-Ask students to tell 2 things
they learned about the Roman
Games today. (compare to the
Olympics?)