Objective(s)

Students will describe the ancient civilizations of Greece and Rome, in terms of geographic features, government, agriculture, music, art, religion, sports, and roles of men, women, and children.

Students will write stories, letters, simple explanations, and short reports across all content areas.

Students will record information from print and non-print resources.

National Standards

History of Early Civilization

Language Arts: competence in general skills and strategies of the reading process and competence in general skills and strategies for reading a variety of informational text

Summary

In this unit, students will answer the essential questions:

• What is a civilization?
• What are some characteristics of a civilization?
• In what ways were Rome and Greece civilized?

At the conclusion of the unit, students will celebrate all they have learned at a Greek and Roman festival planned by the students.

Technology and/or Materials Needed

• At least one computer with Internet access for individual student research
• Map of Greece and Rome
• Materials to make mosaics, jewelry, and/or armor
• Ingredients for food

Implementation Time Frame

Approximately nine 45-minute class periods and one extended period for culminating event

Activities

At the beginning of the unit, each students will choose a topic from Greek and Roman civilization to do a written report and project. The reports will be presented to the class and will be displayed at the culminating event.

Day one: Introduce Greece by presenting a map and labeling important geographic features. Discuss agriculture based on the geographic location and climate. The major food products of Ancient Greece was olives and grapes. Farming practices included: small farms, terraced hillsides, and irrigation system. Using a timeline, relate the time of Ancient Greece to other events.

Day two: Discuss Athens and Sparta and contrast the differences in the daily life of these people. Discuss Greek government. Greece was the birthplace of democracy, government by the people.

Day three: Discuss the religion of Greeks. Identify gods and goddesses and play a matching game or Bingo with the different gods and goddesses names and/or titles.

Day four: Discuss architecture and different types of columns used in the buildings. Students will sketch their home or apartment building and add columns. Next, discuss the origin of the Olympics. Use a Venn Diagram to compare the Olympics of the past to modern Olympic games.

Day five: Discuss food, art, and music. *Add website

Day six: Introduce Rome by presenting a map and labeling important geographic features. Using a timeline, relate the time of the Roman Empire to Ancient Greece.

Day seven: Discuss the daily life of the family in Rome and the Roman republic government.

Day eight: Discuss Roman architecture.

Day nine: Discuss Roman religion, food, art, and music.

Culminating event: A Greek and Roman Festival. Students will present projects, prepare ethnic food, create Greek and Roman costumes and/or accessories. Cupid should make a special presentation and deliver valentines for each student. (This could be a delivery from another teachers or older student.)

Assessment

Student reports and presentations will be evaluated for accurate information and original display.

Resources and Related Links

• www.csun.edu/~vceed009/socialstudies.html#Ancient
• www.richmond.edu/~solsites/hist3.html
• library.thinkquest.org/17709/index.html
• www.greekciv.pdx.edu