Title: Ancient Roman achievements

Lesson plan elaborated by: Katarzyna Kuczyńska

Target group

5‑th grade students of elementary school.

Core curriculum

I. Ancient civilizations. Student:

5. characterizes the most important achievements of material and spiritual culture of the ancient world in various fields: philosophy, science, law, architecture, art, literature.

The general aim of education

Student gets to know the achievements of Ancient Rome.

Key competences

• communicating in a foreign language;

• communicating in the mother tongue;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• knows what the Roman Forum was – understands the specificity of this place and its importance for the development of civic culture in Europe;

• talks about the Roman sources of European legislation;

• knows who orators were and understands their importance in the culture of ancient Rome.

Methods / techniques

• programmed methods: using e‑textbook;

• problematic methods: activating methods: discussion, making a poster, preparing and presenting roleplays;

• practical methods: exercises concerned, working with text;

• exposing methods: elements of a lecture, a talk.

Forms of work

• collective activity;

• activity in groups;

• individual activity.

Teaching aids

• e‑textbook;

• notebook and crayons/ felt‑tip pens, sheets of paper;

• interactive whiteboard, tablets/computers.

Before classes

Students will learn about Roman architecture and technology from the textbook in lesson: “Ancient Romans achievements”. Students pay attention to the following terms: amphitheater, aqueduct, Colosseum, Pantheon.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes. He/she gives the students the criteria for success.

2. The teacher asks the students if they know the term “on the forum”. The teacher cites statements that contain the proper use of the term, e.g. Kuba presented his idea on the forum. The teacher also refers to the phenomenon of Internet forums. Then the teacher moves on to the proper topic. Then the students fulfill Instruction 1. and perform Exercise 1.

Realization

1. The teacher divides the students into groups and gives each group one example of the Roman principles among those which are still valid today. Each group prepares a mini‑roleplay in which it shows an example of how a given principle works in the school community. Then the groups present their roleplays. During the presentation, students who have not prepared it should try to determine the principle presented in the roleplay. Then the teacher displays on the board all the principles used.

To choose from:

• Nemo iudex in causa sua – no one ought to be a judge in his own cause;

• Audiatur et altera pars – listen to the other side (in legal proceedings);

• In dubio pro reo – in case of doubt, in favor of the accused/the defendant;

• Lex retro non agit – the law is not retroactive;

• Dura lex sed lex – the law is hard, but it is the law;

• Ignorantia iuris nocet – not knowing the law is harmful;

• Pacta sunt servanda – agreements must be kept.

2. The teacher invites one group and one person from each of the other groups. The teacher suggests that a dispute be played in which the group defends its principle and representatives of other groups are opponents of this principle in the school community. The other students are asked to observe the discussion as they will select the best speaker at the end of the discussion.

3) The teacher comments the previous exercise as “activities on the forum”. The teacher recalls the Greek Agora and compares it to the Roman Forum - these are places where citizens discussed and argued about important social issues. It was the Athenian culture of public discussion that was the model for Roman citizens. The teacher also complements the image of the forum with elements of entertainment and commerce, but focuses on its civic and social function. The teacher points out that the student debate which has just been played was a good example of what could have happened centuries ago in Rome. Presents the results of the vote for the best speaker and explains that, since the discussions in ancient Rome were so important, the rhetoric, i.e. the ability to deliver good speech, was taught in Roman schools, but also in the streets.

4) The teacher divides the students into three groups, each of which prepares a poster of the exemplary orator, i.e. the speaker. The poster may indicate the necessary and/or useful physical characteristics, personality traits, education (specific knowledge, skills), special experience. The posters are presented and commented on by students and the teacher, especially if they are different.

Summary

1. The teacher asks the students to fulfill Instruction 2 and perform Exercise 2.

2. The teacher summarizes the students' work during the lesson. It can be used, for example, by an evaluation questionnaire.

Summary of the most important contents of the lesson

1. Discussion of the Roman Forum with its contemporary linguistic references.

2. Discussion of the Roman sources of European legislation.

3. Discussion of the figures of orators as well as their importance in the culture of ancient Rome.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Ancient Roman achievements

Romans were great builders and engineers. They invented concrete, which they used to build arches and domes. Building skills helped them construct enormous and magnificent structures in Rome and other Empire cities. One of those buildings was the Roman Pantheon, a temple founded in honour of all the gods and covered with the world’s largest dome. Romans got their running from aqueducts (over‑ground water supply systems) which collected water from mountain streams. Romans spent their free time in thermae (public baths). Visiting an amphitheatre was another popular pastime. Romans watched gladiator fights at such amphitheatres as the Colosseum, also known as the Flavian Amphitheatre in Rome. Romans also visited circuses, e.g. Circus Maximus in Rome, to watch chariots races. Romans also codified the law. Roman principles of law are still used today.