Lesson 1: Geography
Essential Questions
What are the physical and human characteristics of where the Ancient Romans lived and how did they adapt to their environment?
NCSS Theme
People, Places, and Environments
VA Standards of Learning
Social Studies 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.
Objectives
Students will be able to locate Ancient Rome on a map.
Students will be able to explain the physical and human characteristics of Rome and how the Ancient Romans adapted to their geographic location.
Materials for Learning Activities
Students
· Exit Slips
Teacher
· Classroom World Map
· Google Earth
· Ancient Rome: Geography PowerPoint Presentation
Procedures for Learning Activities
Introduction (5 minutes)
1) “Today we are going to start talking about something really exciting in history. We are going to be learning about the Ancient Romans including where they lived, what their life was like, and the important things that they gave us and we still use today.” (hook)
2) “As third graders, you have already learned about a few ancient civilizations already. Who can tell me what other ancient people and cultures you have learned about?” (link) Encourage students to recall a few things they know about ancient history and their perceptions of ancient peoples.
3) “The purpose of our lesson today is for you to become familiar with where the Ancient Romans lived and how that geography affected their lives. This is important because you’ll get to start thinking like geographers and start noticing things about the world around you!” (purpose) Extensions and Connections: Throughout this lesson, encourage students to think about the geography of other ancient civilizations (China, Egypt, Greece) and how their lives were different from those of the Ancient Romans due to geography. Students can make connections to their own lives recognizing how the geography of where they live affects them.
Instructional Strategies (40 minutes)
1) “First, we are going to find where Ancient Rome is on a map. Everyone needs to pay close attention because I’m going to ask you to find Ancient Rome on a map at the end of today’s lesson.” Roll down the classroom world map. Quickly review the 7 continents and cardinal directions if needed. Tell the class that Rome is located on the continent of Europe west of Greece. Have one volunteer come up and point out the location of Ancient Greece (this is a review of the previous unit). Instruct student to move their finger west until they hit the Italian peninsula, then they can return to their seat. Pointing out the peninsula explain “This is the country of Italy and Rome is located in Italy.” Point out the capital city of Rome and the Mediterranean Sea on the map. Tell students they can always look for the formation in Europe that looks like a boot to locate Italy. “I want you to notice how close Rome is to the Mediterranean Sea and the Tiber River. Water was a very important resource for the Ancient Romans and an important means of transportation. Many Ancient Romans were traders and used ships to buy and sell the things they needed with other places like Ancient Greece.”
2) Use Interactive White Board to pull up Google Earth. “Now we are going to look at Rome using the neat satellite images provided to us by Google Earth. As we are looking at Rome on this map, I want you to pay attention to the things you notice about the land and water surrounding Rome.” Start with the world overview and gradually zoom into Rome. Guide the class through the city making sure to point out the Mediterranean Sea, the Tiber River, and the multiple hills that Rome was built on. “The city of Rome was located next to the Tiber River and among many hills with limited rich soil. Many Ancient Romans became farmers to farm important food resources on the hillsides. Ancient Romans also became road builders so that they could easily and safely travel through all these hills.”
3) Pull up and discuss the Ancient Rome: Geography PowerPoint Presentation. See slide notes for discussion questions and Think-Pair-Share activity.
Summary (5 minutes)
1) “Do you have any questions about anything we’ve gone over today? You did such a great job being geographers and you’ll need to keep your geography hats on as we continue to learn about Ancient Rome! Tomorrow we are going to be learning about the government that the Ancient Romans had and comparing it to our own government in the U.S.”
2) “Please fill out this quick exit slip on what we have learned today. You have 3-4 minutes to complete it and turn it into me when you are done.”
Assessment
Differentiation
What are the physical and human characteristics of where the Ancient Romans lived and how did they adapt to their environment?
NCSS Theme
People, Places, and Environments
VA Standards of Learning
Social Studies 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.
Objectives
Students will be able to locate Ancient Rome on a map.
Students will be able to explain the physical and human characteristics of Rome and how the Ancient Romans adapted to their geographic location.
Materials for Learning Activities
Students
· Exit Slips
Teacher
· Classroom World Map
· Google Earth
· Ancient Rome: Geography PowerPoint Presentation
Procedures for Learning Activities
Introduction (5 minutes)
1) “Today we are going to start talking about something really exciting in history. We are going to be learning about the Ancient Romans including where they lived, what their life was like, and the important things that they gave us and we still use today.” (hook)
2) “As third graders, you have already learned about a few ancient civilizations already. Who can tell me what other ancient people and cultures you have learned about?” (link) Encourage students to recall a few things they know about ancient history and their perceptions of ancient peoples.
3) “The purpose of our lesson today is for you to become familiar with where the Ancient Romans lived and how that geography affected their lives. This is important because you’ll get to start thinking like geographers and start noticing things about the world around you!” (purpose) Extensions and Connections: Throughout this lesson, encourage students to think about the geography of other ancient civilizations (China, Egypt, Greece) and how their lives were different from those of the Ancient Romans due to geography. Students can make connections to their own lives recognizing how the geography of where they live affects them.
Instructional Strategies (40 minutes)
1) “First, we are going to find where Ancient Rome is on a map. Everyone needs to pay close attention because I’m going to ask you to find Ancient Rome on a map at the end of today’s lesson.” Roll down the classroom world map. Quickly review the 7 continents and cardinal directions if needed. Tell the class that Rome is located on the continent of Europe west of Greece. Have one volunteer come up and point out the location of Ancient Greece (this is a review of the previous unit). Instruct student to move their finger west until they hit the Italian peninsula, then they can return to their seat. Pointing out the peninsula explain “This is the country of Italy and Rome is located in Italy.” Point out the capital city of Rome and the Mediterranean Sea on the map. Tell students they can always look for the formation in Europe that looks like a boot to locate Italy. “I want you to notice how close Rome is to the Mediterranean Sea and the Tiber River. Water was a very important resource for the Ancient Romans and an important means of transportation. Many Ancient Romans were traders and used ships to buy and sell the things they needed with other places like Ancient Greece.”
2) Use Interactive White Board to pull up Google Earth. “Now we are going to look at Rome using the neat satellite images provided to us by Google Earth. As we are looking at Rome on this map, I want you to pay attention to the things you notice about the land and water surrounding Rome.” Start with the world overview and gradually zoom into Rome. Guide the class through the city making sure to point out the Mediterranean Sea, the Tiber River, and the multiple hills that Rome was built on. “The city of Rome was located next to the Tiber River and among many hills with limited rich soil. Many Ancient Romans became farmers to farm important food resources on the hillsides. Ancient Romans also became road builders so that they could easily and safely travel through all these hills.”
3) Pull up and discuss the Ancient Rome: Geography PowerPoint Presentation. See slide notes for discussion questions and Think-Pair-Share activity.
Summary (5 minutes)
1) “Do you have any questions about anything we’ve gone over today? You did such a great job being geographers and you’ll need to keep your geography hats on as we continue to learn about Ancient Rome! Tomorrow we are going to be learning about the government that the Ancient Romans had and comparing it to our own government in the U.S.”
2) “Please fill out this quick exit slip on what we have learned today. You have 3-4 minutes to complete it and turn it into me when you are done.”
Assessment
- Unit Pre-Assessment: Have students draw a detailed picture on what they know about Ancient Rome and write a paragraph explaining what is going on in the picture.
- Teacher will make note of student responses to the material during the lesson including the Think-Pair-Share activity. Focus on student comments on how Ancient Romans adapt to their environment.
- Exit Slip on locating Rome on a map. If gaps in understanding appear on the exit slip, those facts will be reviewed and retaught during the next lesson.
Differentiation
- ELLs: Using the different versions of maps gives these students a lot of visual memory to refer to. The Think-Pair-Share activity will be beneficial because it reinforces the language of the material with peers.
- Visual/Spatial Learners: The maps help put the material in the context of place.
- Naturalistic Learners: These students will benefit from being taken outside to discuss maps and different types of geography. They should focus on how the land and water in their own community affects their lives.
- Gifted: The extensions and connections to oneself and other ancient civilizations provides limitless opportunity for comparing and contrasting lifestyle and geography.
- ADD/ADHD or other students who struggle with time can tell the teacher what they learned at the end of the lesson instead of completing the exit slip.
Click on Unit Resources Page for Slide Presentation and Exit Slip files.
Note: Only the Slide Presentation files contain the discussion prompts and additional information in notes.
Note: Only the Slide Presentation files contain the discussion prompts and additional information in notes.