CFE 3292V OPEN CAPTIONED PBS VIDEO 1994 Grade Levels: 9-13+ 57 minutes 1 Instructional Graphic Enclosed
Author David Macaulay reveals the master plan for building Roman cities by analyzing ancient ruins in France and in Italy. Roman cities were built around a forum, or center, which contained temples, markets, amphitheaters, and government buildings. These were surrounded by walls and cleverly built aqueducts which supplied water to city reservoirs. An animated segment describes how the Romans treated the Gauls after their conquest.
• To examine the ancient Roman city and its influence on later cities. • To depict a fictional story of the relationship between the conquerors and the conquered in the Roman Empire. • To tell the story of the construction of a fictional Roman city in the newly conquered territory of Gaul. • To show many sites of settlements throughout the former Roman Empire. • To examine the architecture, city planning, technology, and culture of the Roman Empire.
1. Preview the video to determine unfamiliar vocabulary and language concepts. 2. Make a time line of early civilizations, including the Roman Empire. 3. Locate Rome and the Roman Empire on an historical map. 4. Generate a list of vocabulary and concepts associated with the Roman Empire. 5. Distribute the worksheet PEOPLE, PLACES, AND THINGS OF THE ROMAN EMPIRE for 1
completion during and after the second viewing. (See INSTRUCTIONAL GRAPHICS.)
1. View the video more than once, with one showing uninterrupted. 2. Pause during the animated segments to clarify the identities and relationships of the people in Verbonia. 3. Pause when maps of the Roman Empire and graphics of city building are presented to allow adequate viewing time and clarification.
Discussion Items and Questions 1. How did cities help to maintain the Roman Empire? 2. Discuss ways in which the Roman city met and shaped people’s needs. 3. Describe how some of the Romans’ ideas for cities are still being used today. 4. How did Roman city builders address the problems of supplying and rationing water? 5. Discuss possible reasons for the popularity of the depraved entertainment at the Roman amphitheaters. 6. Contrast the lives of wealthy citizens and slaves in the Roman Empire. Applications and Activities 1. Practice new vocabulary using all appropriate modes of communication. 2. Complete the worksheet PEOPLE, PLACES, AND THINGS OF THE ROMAN EMPIRE. (See INSTRUCTIONAL GRAPHICS.) 3. Report on the construction and significance of the arch in architecture. 4. Research Roman religion and identify the major gods and goddesses. 5. Build a model of a Roman city. 2
6. Read David Macaulay’s book City: A Story of Roman Planning and Construction. 7. Research a famous site mentioned in the video. Consider: Pompeii, Herculaneum, Ostia, Palatine Hill. 8. Research and report on special features of the art of ancient Rome.
1. After researching the legend of Romulus and Remus, tell it in American Sign Language. 2. Invite a language teacher to discuss the influence of Latin, the language of the Romans, on the English language.
One instructional graphic is included with this lesson guide. It may be enlarged and used to create transparencies or copies. • PEOPLE, PLACES, AND THINGS OF THE ROMAN EMPIRE
The cities of Pompeii and Herculaneum were covered by volcanic ash and mud. These cities lay buried for over 1600 years before their excavation revealed a picture of everyday life of civilization in the Roman Empire. The remains of the Roman Empire may be found on three continents. The Romans built cities in the lands they conquered in order to spread their civilization. Many modern cities have their roots in ancient Roman cities, in the way great public buildings and theaters are built, in the way that streets are laid out, even in...
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