Students investigate some of the most notable Roman emperors, such as Augustus, Nero, Trajan, Hadrian, and Marcus Aurelius. Then, they explore great Roman individuals in other fields, such as Ptolemy in science, St. Augustine in religion, and Virgil in literature. They wrap up their study of great Romans by reading and responding to quotations from Marcus Aurelius’s classic of practical philosophy, Meditations.
Students read an introduction explaining that famous Romans are remembered for both great achievements and terrible actions. They view an image of the Great Fire of Rome and watch a video about Nero to see an example of a cruel and destructive emperor. Students then contribute to a word cloud by adding words and phrases that describe Nero based on what they learned.
Teacher MovesAlert students that the Nero video moves quickly and allow them to rewatch if needed. After students submit word cloud responses, highlight common descriptors such as “insane” or “evil,” and lead a brief discussion about Nero’s extreme actions and why they might be surprising. Optionally, direct interested students to the Student Pack video on the assassination of Caligula for another dramatic example.
Students examine an image of Hadrian’s Gate and read about several successful Roman emperors using resources such as Roman Emperors, Augustus, Trajan, Hadrian, Marcus Aurelius, and Constantine the Great. Drawing on these readings, they answer multiple-choice questions about why Augustus is usually considered the most important emperor and which emperors are generally viewed as successful leaders.
Teacher MovesEncourage students to use evidence from the readings to justify their answer choices and to contrast capable emperors with rulers like Nero. Offer enrichment by inviting advanced students to watch portions of Emperors of Pax Romana and to read more about the Age of Augustus from the Student Pack.
Students view an image of Ptolemy and read about influential Romans in several fields using sources such as Ancient Rome: Literature, Ptolemy, Roman Doctors, and Augustine of Hippo. They then choose two Romans from different fields and write a separate paragraph for each, explaining why each person is considered great and supporting their explanations with evidence from the readings. After posting, students review classmates’ contributions and respond to at least two posts with questions or positive comments.
Teacher MovesInvite interested students to consult additional reference sources for further research. Consider having the class collaboratively create a group portrait, poster, or collage of the featured Romans using their written responses and information from the readings, reminding students to paraphrase when using outside material.
Students view an image of Marcus Aurelius as a boy and read a set of quotations from his work Meditations. They select one saying, restate it in their own words, and explain why they agree or disagree with it in a written response. Students then read classmates’ posts and reply to at least two with a question or positive comment to extend the discussion.
Teacher MovesUse the quotations that receive the most student responses, along with selected student explanations, as starting points for a whole-class discussion about Marcus Aurelius’s ideas and how his philosophy connects to students’ own lives.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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