​

LESSON 9: Roman Daily Life

SUPPORTING QUESTION

How did public spaces in the Roman Empire reflect the values and priorities of Roman society?

FOCUS SKILL(S)

Contextualization

Comparison

MATERIALS

TEACHER

Do Firsts + Exemplars

Two Versions of Roman Daily Life Student Worksheet + Exemplars

• Life of Gladiators
• Life in Pompeii

Exit Tickets + Exemplars

STUDENT

Do First Options

Two Versions of Printed Student Handouts

• Life of Gladiators
• Life in Pompeii

DO FIRST

Option 1- Frayer: Hierarchy

Option 2- Notice, Wonder, Think

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand.

​

LESSON 9: Roman Daily Life - Continued

ACTIVITY 1 - LAUNCH

Students will gain contextual knowledge about daily life in the Roman Empire with a “What is the Context?” reading. While reading, students will answer guiding questions to ensure they are noting the most important pieces of information. (Page 1 of each worksheet version is the same,)

TEACHER ACTIONS

1. Distribute an equal number of each version of the student worksheet
1. Life of Gladiators
2. Life in Pompeii
2. Introduce reading and activity
3. Facilitate class discussion reviewing the questions and answers together

STUDENT ACTIONS

1. Read the “What is the Context?” passage and answer corresponding questions
2. Participate in class discussion reviewing the reading and answers to the questions

ACTIVITY 2 - PRACTICE

Students will dive into two examples of daily life in Rome (Life of Gladiators and Life in Pompeii). Students will each watch one video (found on page 2 of student worksheet) and will answer the corresponding questions.

TEACHER ACTIONS

• Direct students to page 2
• Ensure digital and headphone access
• Instruct students to watch their assigned video about Gladiators or Pompeii and to answer the guided questions

STUDENT ACTIONS

1. Listen to the video and follow along with the transcript
2. Answer video questions

ACTIVITY 3 - EXHIBIT

Then, students will work with a partner (who looked at the other video) to share learnings and complete the Comparison Graphic Organizer.

TEACHER ACTIONS

• Direct students to page 3
• Determine student partners and provide directions for the Comparison Graphic Organizer
• Facilitate class discussion

STUDENT ACTIONS

• With a partner, complete the Comparison Graphic Organizer
• Participate in class discussion

​

LESSON 9: Roman Daily Life - Continued

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on a quote that highlights Roman values.

TEACHER ACTIONS

1. Hand out Exit Ticket and provide instructions

STUDENT ACTIONS

1. Answer the prompt in 3-5 sentences based on a quote about the eruption of Mount Vesuvius

STANDARD(S)

1.24 Analyze the ways in which ancient empires in Africa, Asia, Europe and the Americas, were governed, including decision- making, means of promoting the common good, and the relationship between people and their government between 800 BCE and 700 CE.

1.25 Assess the importance and enduring legacy of major technological, religious and cultural achievements of ancient empires in Europe, Asia, the Americas, and Africa between 800 BCE and 700 CE.

1.27 Compare and contrast social hierarchies of ancient empires in Africa, Asia, Europe and the Americas and the ideologies that guided them between 800 BCE and 700 CE.

1.29 Analyze the differences among gender roles during this time, including the role of women in different societies and the ways in which women exercised power between 800 BCE and 700 CE.