A Journey Back To The Civilization of Ancient Rome 

A WebQuest for 5th Grade Social Studies

Designed by

Jen Jacobson
jacobj@lfc.edu

Introduction | Task | Process | Evaluation | Conclusion | Credits


 

Introduction

People who lived during other times saw the world in a very differnt way from the way that we see the world today. Wouldn't it be exciting if we could travel back to an earlier time?  What if we could experience life as it has been described to us in our text books and literature books? 

Imagine that you could use a time machine to travel back to the ancient civilization of Rome and explore the daily life, myths, and government of Ancient Rome. 


The Task

You and your group members are going to take a virtual field trip back to the times of Ancient Rome.  You will explore a variety of websites about the Ancient Roman civilization.  On your journey, you will research the way that the Romans lived.  You will create a Travel Log about the findings of your trip back in time to the civilization of Ancient Rome.  Upon your return, you and your group members will share your entries with the rest of the class. 


The Process

To accomplish this task, you and your group members will each take on a Roman role and become an expert on one aspect of Ancient Rome by exploring a variety of websites on Ancient Rome. 

  • First, you will be assigned to a group consisting of three members.
  • Each group member will take on a different role and become an expert on one aspect of the Ancient Roman civilization.  Use the questions below to guide your exploration.
    • The Roles:
      • Archaeologist 
  • An archaeologist is someone who studies prehistoric people and their culture.  Your role as the archaeologist is to explore the origins of Ancient Rome.
  • City of Rome
  • Explore this website for information on Rome's history.
  • How did Rome get its name?
  • Origins of Rome
  • Explore this website for information on how the Roman civilization was started.
  • Describe one of the legends written about the origins of the Roman civilization.
  • What does the archeological evidence suggest?
        • Parvulus 
  • The Roman people spoke Latin.  "Parvulus" is the Latin word for "child."  Your role as the "parvulus" is to explore the life of a child growing up in the ancient civilization. 
  • Schooling in Ancient Rome
  • Explore this website for information on education in Ancient Rome.
  • What was the goal of education in Ancient Rome?
  • What subjects did Roman children study?
  • Did every Roman child go to school?  Why or why not?
  • Roman Families and Children
  • Explore this website for information on family life in Ancient Rome.
  • Would you rather have been born into the Ancient Roman civilization as a boy or girl?  Why?
        • Senator
  • In the Ancient Roman civilization, the senator was a powerful Roman citizen who was responsible for making the laws and controlling the city.  Your role as the senator is to explore the system of goverment in Ancient Rome. 
  • The Roman Government
  • Explore this website for information on the government of the ancient civilization.
  • How were leaders chosen in Ancient Rome?
  • What was the most powerful part of government?  Why?
  • Ancient Roman Law
  • Explore this website for information on the leaders of the ancient civilization.
  • Who was the leader or leaders of Rome?
  • What were their roles in the Empire?
  • Every role should consider:
  • How this is the same/different from our world?
  • If you had a choice, would you have rather lived during the Roman times or now?
  • Once everyone has finished their exploration, come back as a group and share your discoveries with each other.
  • As a group, create a Travel Log, using the information, pictures, facts, and reflections that you have collected.  Your Travel Log should include entries with information from each role.  You may design your Travel Log any way that you wish.  Be creative!!

    • Evaluation

    You will each be evaluated individually, based on: 

    • Demonstration of understanding 
    • Group participation 
    • Reflection
    • Creativity 
     
    Needs Work

    1

    		 Average
     

    2

    		 Good
     

    3

    		 Excellent
     

    4

    		 Score
    Demonstration of Understanding

     
    No facts are reported or most facts  are inaccurately reported. 
    Most supportive facts are reported accurately. 
    Almost all supportive facts are reported accurately. 
    All supportive facts are reported accurately. 
    		  
    Group Work































     
    Rarely listens to, shares with, and supports the efforts of group members. Often is not a good team player. 
    Often listens to, shares with, and supports the efforts of group members, but sometimes is not a good team member.
    A group member who does what is required.
    Usually listens to, shares, with, and supports the efforts of group members.  A strong group member who tries hard! 
    Almost always listens to, shares with, and supports the efforts of group members.  A definite leader who contributes a lot of effort. 
    		  
    Reflection































     
    No evidence of connections and/or deep reflection. 
    Reflection is evident, but more in depth thoughts should appear.
    In-depth reflective thoughts are evident.
    In-depth reflective thoughts are evident. Outstanding and original reflections. 
    		  
    Creativity

     
    No evidence of original thinking.  Makes use of color, graphics, effects, etc. but these often distract from the presentation. 
    Little evidence of original thinking.  Makes use of color, graphics, effects, etc. but occasionally these detract from the presentation. 
    Product shows some original thought. Work shows new ideas and insights.  Makes good use of color, graphics, effects, etc. to enhance the content of the presentation. 
    Product shows a large amount of original thought. Ideas are creative and inventive.  Makes excellent use of color, graphics, effects, etc. They are used consistently to enhance the content of the presentation.
    		  

    Conclusion

    Through your journey, you have learned about one aspect of Roman life.  Now, it is time to come back together with your group members.  As a group, you must share your discoveries with each other and create a Travel Log, using the information, pictures, facts, and reflections that you have collected from the websites you visited on your journey.  

    Would you have rather lived during the times of Ancient Roman civilization?  Why or why not?


    Credits & References

    Barghusen, Joan.  (1999). Daily life in ancient and modern Rome.  Minneapolis, MN: 

    The Lerner Publishing Group.
    Nardo, Don.  (2001). Lost civilizations: The ancient Romans.  San Diego, CA:  Lucent 
    Books.
    Roblyer, M.D. (2003).  Integrating educational technology into teaching.  (3rd ed.). 
    Columbus, OH:  Merrill Prentice Hall.


    Graphics taken from: 

    http://schoolweb.missouri.edu/rallsr2.k12.mo.us/elem/parsons/rColosseum2.gif
    Ideas adapted from:
    http://www.jd069.k12.sd.us/Rome_Unit.htm
    Last updated on December 13, 2004. Based on a template from The WebQuest Page