History Pockets Ancient Rome-3726i

Grades 4–6+ HISTORY POCKETS
to State
Correlated Standards
• Historical background
facts
• Maps and timeline
EMC 3726
• Arts and crafts projects
• Reading and writing
connections
• Evaluation forms
8
Pockets Full
of Projects
Introduction to
Ancient Rome
•
Daily Life
•
Government
•
Education
•
The
The Roman Army
Roman Arm
•
Religion and
Mythology
ok d
•
e
Engineering
bo c
•
E- an
Entertainment
h
En
Grades 4–6+
The eight pockets in this book are filled with fun, exciting projects
that students can proudly present in a unique book format.
Contents
How to Use History Pockets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Every Pocket Has... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Ancient Rome Pockets Cover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Pocket 1 Introduction to Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Pocket 2 Daily Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Pocket 3 Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Pocket 4 Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Pocket 5 The Roman Army . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Pocket 6 Religion and Mythology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Pocket 7 Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Pocket 8 Entertainment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Editorial Development: Sandi Johnson
Joy Evans
EMC.3726 Photocopying the pages in this book
Marilyn Evans is permitted for singleclassroom use only.
Copy Editing: Cathy Harber Making photocopies for additional classes
Art Direction: Cheryl Puckett
Art Resource: Kathy Kopp
or schools is prohibited.
Cover Design: Paul Warfield For information about other EvanMoor products, call 18007774362,
Illustration: Cindy Davis
fax 18007774332, or visit our Web site, www.evanmoor.com.
Production: Carolina Caird
Congratulations on your Entire contents © 2008 EVANMOOR CORP.
purchase of some of the 18 Lower Ragsdale Drive, Monterey, CA 939405746. Printed in USA.
finest teaching materials Visit teachingstandards.com to view a
in the world. Correlated correlation of this book’s activities to your
to State Standards state’s standards. This is a free service.
CPSIA: Media Lithographics, 6080 Triangle Drive, City of Commerce, CA USA. 90040 [7/2010]
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How to Use
History Pockets—Ancient Rome provides an exciting travel adventure

back to the time of gladiators and Roman legions. The engaging
activities are stored in labeled pockets and bound into a decorative
cover. Students will be proud to see their accumulated projects
presented all together. At the end of the book, evaluation sheets
have been added for teacher use.
Make a Pocket
1. Use a 12" x 18" (30.5 x 46 cm) sheet of
construction paper for each pocket. Fold up
6" (15 cm) to make a 12" (30.5 cm) square.
2. Staple the right side of each pocket closed.
3. Punch two or three holes in the left side of
each pocket.
Assemble the Pocket Book

1. Reproduce the cover illustration on page 3
for each student.
2. Direct students to color and cut out the
illustration and glue it onto a 12" (30.5 cm)
square of construction paper to make
the cover.
3. Punch two or three holes in the left side
of the cover.
4. Fasten the cover and the pockets together.
You might use string, ribbon, twine,
raffia, or binder rings.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome 1

Every Pocket Has...
Overview Page
Pocket 1: INTRODUCTION TO
ANCIENT ROME This teacher reference page describes

FAST FACTS
Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 5
See page 2 for information on how to prepare
the activities presented in each pocket.
the Fast Facts bookmark and pocket label. As you
complete the activities in this pocket, read the
Fast Facts bookmark frequently for a quick review.
ABOUT
Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6
Reproduce this page for students. Read and discuss
the information, incorporating available library and
multimedia resources. Refer to this information page
as you complete the activities in this pocket.
ART REFERENCE
Fast Facts Bookmark
Map of The Roman Empire . . . . . . . . . . . . . . . page 7
Students study the map to understand the extent
of the Roman Empire in A.D. 117, at the height of its
expansion. Use this map as a reference for the
activities throughout the unit. © Evan-Moor Corp. • EMC 3726
and Pocket Label
ACTIVITIES
Ancient Rome Timeline . . . . . . . . . . . . . pages 8 & 9
As students learn about the people and events
Reproduce the page for students.
throughout the unit, they will add illustrations INTRODUCTION TO
and short explanations to the timeline.
The Eruption of Mount Vesuvius . . . pages 10–12
Students make a shape book of information about
ANCIENT ROME
FAST FACTS
Direct students to color and cut out
the eruption of Mount Vesuvius and how it buried
the towns of Pompeii and Herculaneum. Then they
learn how excavations over the years have
uncovered evidence of how the ancient Romans lived.
• When Rome was founded, the
peninsula of Italy was home to four
major tribes—Etruscans, Latins,
the pocket label and glue it onto the
Sabines, and Samnites. The Romans
Note: The traditional abbreviations B.C. (before christ) and A.D. (anno Domini,
Latin for in the year of the Lord) are used throughout this book. You may
were Latins. Each tribe had its own
culture and language. There were
many Greek settlements on the Italian
pocket. Cut out the bookmark and
ANCIENT
choose to introduce students to the contemporary secular abbreviations
of B.C.E. and C.E. as well. The abbreviation B.C.E. stands for “before common Peninsula as well. All of these groups
era,” and C.E. stands for “common era.” influenced the development of Rome.
glue it onto a 4 ½" x 12" (11.5 x 30.5 cm)
ROME
INTRODUCTION TO
• The city of Rome was founded on

seven hills next to the Tiber River in
4
strip of construction paper.

POCKET 1: INTRODUCTION TO ANCIENT ROME EMC 3726 • Ancient Rome • © Evan-Moor Corp. central Italy.
• At its peak of power, Rome controlled
what is now called Italy, England and
Wales, Greece, Spain, France, parts
of Germany, the Middle East, and the
northern coast of Africa.
Pocket • The Roman Empire, at its height, had a

population of over 50 million people.
• Rome was the capital and the largest
Label city in the empire, with a population of
almost 1 million people.
• Slaves made up about one-fifth of the
Roman Empire’s population.
“Fast Facts”
• Romans thought anyone who lived
outside their empire was a barbarian,
or savage, and not civilized.
Bookmark
ABOUT
ANCIENT ROME
Historians divide ancient Roman history The Age of the Emperors
© Evan-Moor Corp. • EMC 3726
into three periods, based on the type of 27 B.C. to A.D. 476
leadership Rome had at the time. A new era began when Augustus became © Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 1: INTRODUCTION TO ANCIENT ROME 5
Rome’s first emperor. He restored order and
The Age of Kings ruled for over 40 years. His reign marked the
753 B.C. to 509 B.C. beginning of Pax Romana (Roman Peace).
According to legend, ancient Rome was For 200 years the empire enjoyed a period
founded by King Romulus in 753 B.C. A series of relative peace, prosperity, and a stable
of seven kings changed Rome from a small government.
village to a large, walled city-state in central
Italy. Rome flourished until the last king
“Tarquin the Proud” took power. He was a
In A.D. 180, Pax Romana ended. Invasions
by foreign forces weakened the empire. A
About Page
cruel ruler who terrorized the people. He series of both strong and weak emperors
was sent into exile and the Age of Kings
ended.
tried to keep the empire together. In A.D.
284, the army declared Diocletian emperor.
He divided the empire, creating Western
Reproduce the “About...” page. Use this information
The Age of the Republic
509 B.C. to 27 B.C.
Roman leaders adopted a new kind of
government called a republic. Rome was
and Eastern Empires. The next emperor,
Constantine, took control of the entire
empire and ruled from the new capital of
Constantinople in the Eastern Empire. Rome
and the “Fast Facts” bookmark as references for the
ruled by two elected officials called consuls.
They were advised by a powerful Senate.
During this period, Rome’s mighty army
fought Carthage (a city-state in North
began to decline.
In A.D. 476, the Western Empire collapsed

when Germanic invaders destroyed Rome.
activities presented in the pocket.
Africa) in the Punic Wars. Rome eventually The Eastern Empire remained for another
triumphed and gained control of the entire thousand years, but it, too, eventually
Mediterranean region including Spain, broke up.
Greece, and northern Africa. Then in 49
B.C., General Julius Caesar took over the
Wherever they conquered, the Romans
left their culture, language, religion, and
of its power, the
government, making himself dictator.Caesar

Europe, much of
t the height
the Middle East,

covered half of
coast of Africa.
and the north
Roman Empire
was assassinated, but the Republic was not legal system. They constructed large public
restored. Civil war raged on for 12 years. buildings, aqueducts, sewers, bridges, and
thousands of miles of paved roads. Ancient
Rome’s rich legacy lived on long after the
empire collapsed.
A
6 POCKET 1: INTRODUCTION TO ANCIENT ROME EMC 3726 • Ancient Rome • © Evan-Moor Corp.
ASIA
a
Se
ian
sp
Ca
R .
lga
THE ROMAN EMPIRE
Vo
ARABIA
•Syria
a
Se
R O
d
A.D. 117
Re
Black Sea
MIN
• Jeruselum
.
ASIA
rR
Byzantium
R.
e
Nile
ep
ni
D
•
Egypt
Alexandria
R.
•
•Athens
ster
Mediterranean Sea
Art Reference Page

Greece
Dnie
ANCIENT ROME
Reproduce the “Art Reference“ page
EUROPE
TIMELINE
Germanic Lands
Italy
Rome
•
As students learn about the people and events of ancient

Note: Not all territories of the empire are labeled.
for students.
Rome, they will add important pictures and short
•
Carthage
explanations to their timelines. The first and last entries

have been done for them, and there are hints in between
AFRICA
to help students complete the entries.

North Sea
Gaul
STEPS TO FOLLOW
Britain
1. As a class, discuss the importance of historical timelines.

Spain
Point out that timelines help us picture the order of

important events and relate the events to each other. Tell
Atlantic
Ocean
MATERIALS students that as they read about ancient Rome, they will
• pages 8 (bottom only) and 9, record important dates and events on their own timelines.
reproduced for each student
2. Distribute pages 8 and 9 and discuss the dates and events
• pencil given on the ancient Rome timeline.
• colored pencils © Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 1: INTRODUCTION TO ANCIENT ROME 7
3. Have students color and cut out the timeline sections.
• scissors 4. Instruct students to assemble the timeline by gluing or
• glue or transparent tape taping the three pieces together.
5. Then they fold the timeline in half and store it in Pocket 1.
Activities
ANCIENT ROME
Have students do the activities and

753 B.C. to A.D. 476
Rome’s first military road, the Appian

Rome is founded in central Italy.
753 B.C. 509 B.C.
Way, is built.
312 B.C. 264 B.C.– 146 B.C. store them in the labeled pocket.
Rome and Carthage battle

in the Punic Wars.
8 POCKET 1: INTRODUCTION TO ANCIENT ROME EMC 3726 • Ancient Rome • © Evan-Moor Corp.
2 EMC 3726 • Ancient Rome • © Evan-Moor Corp.

Note: Reproduce this cover for students
to color, cut out, and glue to the cover of
their Ancient Rome book.
Name
© Evan-Moor Corp. • EMC 3726 • Ancient Rome 3

Pocket 1: INTRODUCTION TO
ancient Rome
fast facts
Ancient Rome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 5
About
Ancient Rome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6
Reproduce this page for students. Read and discuss
the information, incorporating available library and
multimedia resources. Refer to this information page
as you complete the activities in this pocket.
Art Reference
Map of The Roman Empire. . . . . . . . . . . . . . . . page 7
Students study the map to understand the extent
of the Roman Empire in a.d. 117, at the height of its
expansion. Use this map as a reference for the
activities throughout the unit.
Activities
Ancient Rome Timeline . . . . . . . . . . . . . pages 8 & 9
As students learn about the people and events
throughout the unit, they will add illustrations
and short explanations to the timeline.
The Eruption of Mount Vesuvius . . . pages 10–12
Students make a shape book of information about
the eruption of Mount Vesuvius and how it buried
the towns of Pompeii and Herculaneum. Then
they learn how excavations over the years have
uncovered evidence of how the ancient Romans
lived.
Note: The traditional abbreviations b.c. (before christ) and a.d. (anno Domini, Latin for in the year of the
Lord) are used throughout this book. You may choose to introduce students to the contemporary
secular abbreviations of b.c.e. and c.e. as well. The abbreviation b.c.e. stands for “before common
era,” and c.e. stands for “common era.”
Pocket
1: Introduction to Ancient Rome EMC 3726 • Ancient Rome • © Evan-Moor Corp.
INTRODUCTION TO
Ancient Rome
Fast Facts
• When Rome was founded, the

peninsula of Italy was home to four
major tribes—Etruscans, Latins,
Sabines, and Samnites. The Romans
were Latins. Each tribe had its own
ancient
culture and language. There were
many Greek settlements on the Italian
Peninsula as well. All of these groups
Rome
influenced the development of Rome.
• The city of Rome was founded on
INTRODUCTION TO
seven hills next to the Tiber River in

central Italy.
• At its peak of power, Rome controlled
what is now called Italy, England and
Wales, Greece, Spain, France, parts
of Germany, the Middle East, and the
northern coast of Africa.
• The Roman Empire, at its height, had a
population of over 50 million people.
• Rome was the capital and the largest
city in the empire, with a population of
almost 1 million people.
• Slaves made up about one-fifth of the
Roman Empire’s population.
• Romans thought anyone who lived
outside their empire was a barbarian,
or savage, and not civilized.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 1: Introduction to Ancient Rome
about
Ancient Rome
Historians divide ancient Roman history The Age of the Emperors
into three periods, based on the type of 27 b.c. to a.d. 476
leadership Rome had at the time. A new era began when Augustus became
Rome’s first emperor. He restored order and
The Age of Kings ruled for over 40 years. His reign marked the
753 b.c. to 509 b.c. beginning of Pax Romana (Roman Peace).
According to legend, ancient Rome was For 200 years, the empire enjoyed a period
founded by King Romulus in 753 b.c. A series of relative peace, prosperity, and a stable
of seven kings changed Rome from a small government.
village into a large, walled city-state in
central Italy. Rome flourished until the last In a.d. 180, Pax Romana ended. Invasions
king “Tarquin the Proud” took power. He by foreign forces weakened the empire. A
was a cruel ruler who terrorized the people. series of both strong and weak emperors
He was sent into exile, and the Age of Kings tried to keep the empire together. In a.d. 284,
ended. the army declared Diocletian emperor.
He divided the empire, creating Western
The Age of the Republic and Eastern Empires. The next emperor,
509 b.c. to 27 b.c. Constantine, took control of the entire
Roman leaders adopted a new kind of empire and ruled from the new capital of
government called a Republic. Rome was Constantinople in the Eastern Empire.
ruled by two elected officials called consuls. Rome began to decline.
They were advised by a powerful Senate.
During this period, Rome’s mighty army In a.d. 476, the Western Empire collapsed
fought Carthage (a city-state in North when Germanic invaders destroyed Rome.
Africa) in the Punic Wars. Rome eventually The Eastern Empire remained for another
triumphed and gained control of the entire thousand years, but it, too, eventually
Mediterranean region including Spain, broke up.
Greece, and northern Africa. Then in 49 b.c.,
General Julius Caesar took over the Wherever they conquered, the Romans
government, making himself dictator. left their culture, language, religion, and
Caesar was assassinated, but the Republic legal system. They constructed large public
was not restored. Civil war raged on for buildings, aqueducts, sewers, bridges, and
12 years. thousands of miles of paved roads. Ancient
Rome’s rich legacy lived on long after the
empire collapsed.
Pocket
The Roman empire
a.d. 117
North Sea
D
ni
ep
e rR
Britain .
Germanic Lands Vo
Dnie
© Evan-Moor Corp. • EMC 3726 • Ancient Rome

ster lga
R .
R.
EUROPE Ca
Gaul
s
Atlantic
ASIA
pia
Ocean Black Sea

n
Se
Italy Byzantium
a
• •
Rome R
INO
Spain Greece AM
ASI
•Athens
Carthage
• •Syria
Mediterranean Sea Jeruselum • At the height
ARABIA
of its power, the
Alexandria •
AFRICA Roman Empire
Egypt
covered half of
Re
d
Europe, much of
Nil
Se
a
eR
the Middle East,

.
and the north

coast of Africa.
Pocket 1: Introduction to Ancient Rome

Note: Not all territories of the empire are labeled.

Ancient Rome
TimeLine
As students learn about the people and events of ancient
Rome, they will add important pictures and short
explanations to their timelines. The first and last entries
have been done for them, and there are hints in between
to help students complete the entries.
Steps to Follow
1. As a class, discuss the importance of historical timelines.
Point out that timelines help us picture the order of
important events and relate the events to each other. Tell
materials students that as they read about ancient Rome, they will
• pages 8 (bottom only) and 9, record important dates and events on their own timelines.
reproduced for each student
2. Distribute pages 8 and 9 and discuss the dates and events
• pencil given on the ancient Rome timeline.
• colored pencils 3. Have students color and cut out the timeline sections.
• scissors 4. Instruct students to assemble the timeline by gluing or
• glue or transparent tape taping the three pieces together.
5. Then they fold the timeline in half and store it in Pocket 1.
ANCIENT ROME
753 B.C. to A.D. 476
Rome’s first military road, the Appian

Rome is founded in central Italy. Way, is built.
753 B.C. 509 B.C. 312 B.C. 264 B.C.–146 B.C.
Rome and Carthage battle

in the Punic Wars.
Pocket
Ancient Rome TimeLine
Augustus becomes Rome’s first emperor. Mt. Vesuvius erupts and buries Pompeii
and Herculaneum.
glue tab
49 B.C. 27 B.C. A.D. 79 A.D. 80
North Sea
ni
During his reign,
D
ep
e rR
Britain .
Germanic Lands Vo
Dnie
Emperor Constantine
ster lga
R .
R.
EUROPE
Cas
Gaul ASIA
Atlantic
pian
Ocean Black Sea

Se
Italy Byzantium
•
made Christianity
•
a
Rome R
Greece MINO
Spain ASIA
•Athens
Carthage
• •Syria
Mediterranean Sea Jeruselum •
ARABIA
•
the official religion

Alexandria
AFRICA Egypt
Re
d
Nile
Se
a
R.
of the empire.
glue tab
A.D. 117 A.D. 306–A.D. 337 A.D. 395 A.D. 476
• •
Rome Constantinople
Germanic armies invade

Rome, and the Roman
Empire falls.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 1: Introduction to Ancient Rome
The Eruption of
mount vesuvius
The eruption of Mount Vesuvius in a.d. 79 buried the
cities of Herculaneum and Pompeii. Archaeologists
have been excavating the two areas since the 1700s,
uncovering clues about the lives of the Romans.
Students assemble and decorate a volcano-shaped
booklet to hold information about the eruption and
the archaeological finds at those sites.
Steps to follow
1. Have students follow these instructions to make the
volcano-shaped booklet:
Materials a. Cut out the volcano-shaped template on page 12.
• pages 11 and 12, reproduced b. Fold the two sheets of construction paper in half.
for each student c. Use the template to trace a volcano shape onto each
• two 9" x 12" (23 x 30.5 cm) folded sheet of brown construction paper.
sheets of brown construction d. Cut out the volcano shapes, cutting through both
paper layers of paper and leaving the fold intact.
• 6" x 9" (15 x 23 cm) black, red, e. Staple the two sheets together on the folds, creating
and yellow tissue paper, one a four-page booklet.
each per student 2. Distribute page 11 to students and read together the six
• scraps of orange construction paragraphs of information on the eruption of Mt. Vesuvius.
paper (This would be an appropriate time to introduce Roman
numerals if your class is not familiar with them.)
• crayons, colored pencils,
or marking pens 3. Then have students cut out the title and paragraphs.
• scissors 4. Instruct students to glue the title to the front cover of the
booklet. Then they glue the numbered paragraphs in order
• glue or transparent tape to the tops and bottoms of the remaining pages.
• stapler 5. Then instruct students to make the erupting volcano’s fiery
plume by layering the black, red, and yellow tissue pieces
and scrunching them together. Have them glue or staple
the plume onto the top of the back cover of the booklet.
Make irregular, jagged cuts along the top edge of the
plume for added realism.
6. Finally, have students cut out two “lava flows” using scraps
of orange construction paper. Have them glue the lava to
the front and back of the booklet, below the plume.
10 Pocket
The Eruption of mount vesuvius
I IV
Mount Vesuvius Excavations
Mount Vesuvius erupted violently in Excavations of the two cities have been
a.d.79, causing widespread destruction going on since the 1700s. Archaeologists
around the Bay of Naples. The volcanic have uncovered structures such as large
eruption buried the Roman cities of houses with courtyards and temples. Also
Herculaneum and Pompeii. Tons of found were artifacts such as frescoes,
volcanic ash and rock completely mosaics, and statues, as well as everyday
sealed the cities. items such as loaves of bread, eggs,
and nuts.
V
II More Discoveries
Herculaneum Discoveries of human remains were
also found, providing a vivid picture of
Herculaneum was a seaside resort of the ancient Romans. Bodies covered with
about 5,000 people. The eruption buried hardened ash decayed over time, leaving
Herculaneum under more than 65 feet a hollow cast of their bodies in solid rock.
(20 m) of mud and lava, which hardened Archaeologists filled the body casts with
like concrete when it cooled. Originally, plaster to form “statues” of what were
it was thought that the people had once real people.
escaped, but recent digs in the area
have uncovered over 300 bodies.
VI
Herculaneum and
III Pompeii Today
Today, people can visit the ruins of
Pompeii Herculaneum and Pompeii to see what
Pompeii was a prosperous city of about life was like for the Romans at that time.
20,000 people when Vesuvius erupted. Treasures excavated from these ancient
Winds carried ash and pumice, or volcanic sites are on display at the National
rock, over the city. The next morning, flows Archaeological Museum in the nearby
of hot gas and ash overwhelmed the city, city of Naples. Even though Vesuvius has
killing approximately 2,000 people. The not erupted since 1944, it is still an active
fallen bodies were buried under more than volcano. No one knows when it will once
10 feet (3 m) of ash and pumice. again unleash its mighty power.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 1: Introduction to Ancient Rome 11
The Eruption of mount vesuvius
THE
ERUPTION
OF
MOUNT
VESUVIUS
12 Pocket
Pocket 2
daily life
fast facts
Daily Life.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 14
About
Daily Life.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 15
Reproduce this page for students. Read and
discuss the information, incorporating available
library and multimedia resources. Refer to this
information page as you complete the activities
in this pocket.
Art reference
A Roman House. . . . . . . . . . . . . . . . . . . . . . . . . . page 16
Use this reproducible page to familiarize students
with the rooms in a wealthy family’s home and
to learn the Latin names for the main parts of
the home.
Activities
A Child’s Bulla. . . . . . . . . . . . . . . . . . . . . . pages 17 & 18
At birth, every child received a locket called a bulla.
Charms to bring good luck were contained inside.
Students make their own bulla to wear.
Dog Mosaic.. . . . . . . . . . . . . . . . . . . . . . . pages 19 & 20
Dogs were the favorite pets of the ancient Romans.
It was common to have a floor mosaic of a dog at
the entrance to the home. Students make their
own dog mosaic and add the phrase “Cave Canem,”
which means “Beware of Dog.”
A Roman Cookbook.. . . . . . . . . . . . . . . . pages 21–23
Wealthy Romans ate three courses at their evening
meal. When entertaining guests, an elaborate
banquet with exotic foods from all over the empire
was served. Students make a cookbook featuring
six popular dishes.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 2: Daily Life 13

daily life
Fast Facts
• Sewers carried running water to private

lavatories in wealthy homes and to
public lavatories in the streets. In the
city of Rome, waste water ran into the
Tiber River.
• Unlike today, the apartments on the
upper floors of apartment buildings
were the smallest and least desirable.
Daily
• Usually at the age of 14, a boy would

get his first shave from a barber. The
life
boy would offer some of the hair to
the gods to show that he had become
a man.
• Girls usually married at the age of 14,
but the marriage was not considered
final until the young wife had stayed in
her husband’s home for a full year.
• Because Romans did not have sugar,
they used honey to sweeten their
food. Salt was seldom used, and black
pepper was so expensive that only the
rich could use it to season foods.
• Roman men wore wigs as a disguise
or to hide baldness.
• The toga, a distinctive garment of
ancient Rome, consisted of a piece of
woolen cloth about 20 feet (6 m) long.
The cloth was wrapped around the
body in a certain way and usually worn
over a tunic. Noncitizens could not
wear togas.
• Togas were bulky and made activity
difficult. Over the years, they were
abandoned, except as the garment of
the emperor and high officials.
14 Pocket
2: Daily Life EMC 3726 • Ancient Rome • © Evan-Moor Corp.
about
daily life
Roman Families Roman Food
The head of the Roman family was the Most Romans ate simple meals. Breakfast
father. He had power over his wife, children, was usually bread and cheese. A typical
and slaves. Women had few rights, but they lunch or dinner was stew made with wheat
were in charge of the family home and its and barley. They also had olives, fruit, and
finances, and they cared for the children. cheese. Wealthy Romans served dinners
with several courses. The first course might
Boys from poor families went to work at include eggs, shellfish, and vegetables. The
a young age, learning a trade from their main course included meat, fish, or chicken.
fathers. Boys from wealthier families were For dessert, honey-sweetened cakes and
educated at home or at school. Boys were fruit were served.
expected to act like men when they reached
the age of 14. Girls, both rich and poor, Wealthy Romans dined in a room called a
helped their mothers at home. By age 14, triclinium, which means “three-couch place.”
most girls were married. They reclined on their left sides and ate with
their fingers. They drank wine mixed with
Roman Homes water.
The type of house ancient Romans lived
in depended on their social status. In a Roman Clothing
big city like Rome, most ordinary people Most men, women, and children wore
lived in crowded apartment buildings up simple clothes made of wool or linen. The
to five stories high. The top floors were main garment was the tunic, a gown that
for the poorest people. Shopkeepers hung to the knees or below. On more
and tradespeople had the largest flats formal occasions, male citizens wore togas.
above their first-floor shops. People in Women often wore a stola, which was a
the countryside lived in small wooden long dress with many folds. Rich women
or clay-brick dwellings. wore expensive jewelry and makeup. They
dyed their hair golden-red and wore false
Wealthier Romans had two homes, one hairpieces.
in town and one in the country. The town
house, or domus, was arranged around
a central courtyard, or atrium. The grand
country home was called a villa. The villa
was part of a large estate with many other
buildings, including living quarters for
household staff and slaves.

A Roman domus (House)
• Peristylium
• Triclinium
• Culina
• Tablinum
Vestibulum • • Cubiculum
• Impluvium
Shops •
• Atrium
Vestibulum Peristylium
Entrance corridor This enclosed outdoor room was like a
garden or patio. Romans planted fruit trees
Atrium
and flowers in the peristylium. There might
This sparsely furnished living area was
be a small pool or a fountain here also.
where Roman families received guests. The
atrium was open to the sky. Frescoes were Triclinium
painted on the walls, and the floors were The walls and floors of a Roman dining
marble or decorated with mosaics. room were beautifully decorated. Diners
reclined on couches surrounding a table
Impluvium
on which the food was served.
Pool to catch rainwater
Culina
Cubiculum
The Roman kitchen had large fireplaces for
There was usually very little furniture in the
roasting and baking. There were tables for
bedroom, perhaps only a bed and a small
preparing the food.
table. Bedrooms had no outside windows.
Shops
Tablinum
Small shops were located along the street
This room was similar to a study. Romans
side of Roman houses.
stored their scrolls here. There was usually
a desk as well.
16 Pocket
A child’s bulla
Children in ancient Rome were given bullas when they
were born. The bulla was a locket that contained charms
used to protect the child from anything bad happening.
Students learn about the significance of the bulla as they
make one of their own to wear. You may wish to do
steps 3 through 5 in small groups.
Steps to Follow
1. As a class, read the information about the bulla on page 18.
Discuss what kind of lucky charms they would put in their
bullas.
2. Have students cut out the bulla template and trace it onto materials
the two pieces of cardboard. Then instruct students to cut • page 18, reproduced for
out the two bulla pieces. each student
3. Next, have students paint one side of each bulla piece. • two 9" x 9" (23 cm) pieces
Allow time to dry. of lightweight cardboard
4. Then instruct students to add design elements to one or poster board
painted piece. This will be the front of the bulla. • gold acrylic paint and brush
5. Have students lay down the back bulla piece with the • gold cord or string, about
unpainted side up. Next, they place the gold cord across 18" (46 cm) long
the narrow section and lay the front bulla piece on top.
• permanent marking pens
Then they staple at the top and bottom of the narrow top
area, securing the cord inside. • scissors
6. Tell students to cut out the information on page 18 and • glue
glue it to the inside front of the bulla. • stapler
7. Next, instruct students to add a lucky charm inside. • Optional: small lucky charms,
Students may either draw their lucky charm, or you may such as plastic jewels,
want to provide them with a flat trinket to glue inside. pictures, coins, feathers, etc.
8. Have students help each other tie the ends of the cord
together to attain the correct hanging length.

A child’s bulla
At birth, the father gave the child

a bulla. Inside there were charms that
would protect the child against bad
things happening. A boy wore the
bulla until he became a man. Then
he put it aside. A man could wear his
bulla on special occasions—if he won
a special honor or was given military
advancement. A girl wore the bulla
until she got married. Then it was set
aside with other childhood things.
18 Pocket
dog mosaic
The ancient Romans enjoyed their pets. The most popular
pet was a dog. Most people had a watchdog that was kept
chained at the door to deter thieves. Even if a family did
not have a dog, they probably had a dog mosaic at the
threshold of the house. The inscription on the mosaic
read “Cave Canem,” or “Beware of Dog.” Beautiful dog
mosaics were discovered during excavations of Pompeii.
Students make a dog mosaic to honor the favorite pet
in ancient Rome.
Steps to Follow
1. Explain the mosaic art form and share the information
about dogs in ancient Rome. Share pictures of mosaics materials
from reference books. Internet image searches, using the
• page 20, reproduced for
key words “Pompeii mosaics,” will reveal beautiful ancient
each student
mosaics.
• 9" x 12" (23 x 30.5 cm) colored
2. Direct students to outline the dog on page 20 and then
construction paper
color in the narrow inner frame, using a fine-point black
marking pen. • 1" (2.5 cm) squares of black
and tan paper
3. Next, have students “dot in” the dog shape using a black
marking pen. Explain that the white that shows through • fine-point black marking pen
will resemble mortar between the “stones.” Allow to dry. • medium- or large-point gold,
4. Then direct students to use a red marking pen to dot in brown, and red marking pens
the dog’s collar, leash, and tongue. Allow to dry. • scissors
5. Instruct students to use gold and brown marking pens to • glue
dot in the background. Allow to dry.
• Optional: examples of mosaics
6. Students then cut around the outside of the form and glue
it to the construction paper, leaving enough room at the
bottom for the inscription.
7. Show students how to glue on the colored squares in an
alternating color pattern to make a frame around the dog
mosaic.
8. After the mosaic is dry, have students write the inscription
“Cave Canem” and its meaning “Beware of Dog” in large
letters below the art.

dog mosaic
20 Pocket
A ROMAN COOKBOOK
Most Romans ate three simple meals a day. Wealthy
Romans had a more varied diet. They ate food grown
on their own farms and from all over the empire. They
enjoyed hosting banquets that had three courses, each
consisting of a variety of dishes served on large platters.
Slaves from the eastern part of the empire, who were
skilled in preparing exotic dishes, were in great demand
as cooks. Hosts spent large sums of money on food to
impress their guests.
Students make a “poof” book filled with recipes and
information on the eating customs of ancient Rome.
STEPS TO FOLLOW
1. As a class, read the six recipes and information about the MATERIALS
eating habits of the Romans. Ask students to compare
• pages 22 and 23, reproduced
and contrast these ancient recipes with ones that are used
for each student
today. Tell students that all the ingredients listed may not
be available in modern times and that the measurements • 12" x 18" (30.5 x 46 cm)
given are only approximations. colored construction paper
2. Instruct students to make the “poof” book as follows: • scissors
a. Fold the construction paper crosswise three times. • glue
• pencil
• colored pencils or
fine-tip marking pens
b. Open the last two folds. Holding the fold, cut on the
crease from the fold to the crosswise crease.
c. Open up the paper all the way and then fold in half
the long way.
d. Holding the two sides, push the two sides toward

each other. Poof, you now have four book sections.
e. Fold the sections closed to make a book.

3. Next, have students cut out the front and back cover and
the six recipes. Glue one on each page of the cookbook.
4. Direct students to color the cover and illustrations on
each page.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 2: DAILY LIFE 21

A roman cookbook
Hard-Boiled Eggs with
Garum Sauce
Recipes
from
rome
Ingredients
4 hard-boiled eggs
1 tsp. garum (recipe follows on next page)
garlic juice, pressed from 2 cloves of garlic
2 Tbsp. olive oil
black pepper to taste
Directions
1. Slice eggs and arrange on a platter.
2. Mix garum, garlic juice, oil, and pepper.
3. Pour sauce over eggs.
Serve as an appetizer.
I
Garum Sauce Olive Paste

Ingredients Ingredients
fatty fish (mackerel or sardines) large jars of green and black olives
4 Tbsp. each of dill, coriander, fennel, celery, 1 tsp. each of coriander, cumin, fennel,
mint, and oregano and mint
large bag of salt 1 Tbsp. olive oil
1 tsp. vinegar
Directions soft cheese and bread
1. In a large pottery jar, add 1 Tbsp. of
the herbs. Directions
2. Place a layer of fresh fish over herbs. 1. Pit and chop olives. Place in a jar.
3. Add a layer of salt two fingers high 2. Mix rest of ingredients and pour over
over fish. olives.
4. Repeat these three layers until jar is full. 3. Spread olive paste on bread as an
5. Let it rest for seven days in the sun. appetizer for guests.
6. Then stir the sauce daily for twenty Serve with cheese.
days. Store and use for cooking.
II III
22 Pocket
a roman cookbook
Roasted Pigeon Moray Eels
Ingredients
4 small pigeons Ingredients
cleaned 2 moray eels
1 egg yolk 20 pitted prunes
5 pitted, chopped dates 2 Tbsp. each of vinegar and olive oil
1 tsp. each of coriander, caraway, mint, 1 tsp. each of honey, celery leaves, and
and celery garum sauce
1 Tbsp. each of honey, vinegar, and pinch of pepper
garum sauce
2 Tbsp. each of olive oil and wine Directions
1. Clean eels and cut into large slices.
Directions 2. Place on clay tile and bake in brick
1. Roast pigeons on baking tile in brick oven until tender.
oven for about 30 minutes. 3. Place prunes in water for 2 hours and
2. Mix remaining ingredients. then simmer on stove with rest of
3. Arrange pigeons artistically onto a ingredients.
platter. Pour cold sauce over pigeons 4. Pour warm sauce over eels and serve
and serve as main course. as a main course.
IV V
Stuffed Dates • The Roman dinner was called cena.

Ingredients • The appetizer course was called gustum.
5 fresh dates
1 cup chopped pine nuts • The main course was called mensa prima.
½ cup honey
• The dessert course was called mensa
Directions secunda.
1. Pit dates and stuff with chopped
pine nuts. • Banquet manners called for diners to
2. Heat honey slowly in a pan. recline three to a couch and eat mostly
3. Add dates to honey and simmer. with their fingers. Throughout
4. Serve warm dates as a delicious dessert. the evening, servants served wine
mixed with water.
VI VII

Pocket 3
government
fast facts
Government.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 25
About
Government.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 26
in this pocket.
Art Reference
The Forum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 27
with the forum, which was an open square
surrounded by government buildings, markets,
and temples.
Activities
The Twelve Tables.. . . . . . . . . . . . . . . . . . pages 28–31
The Twelve Tables were the first written laws
of the Romans. Students read the laws and
their modern interpretations. Then they debate
whether the laws were fair by today’s standards.
Two Roman Rulers. . . . . . . . . . . . . . . . . . pages 32–34
Julius Caesar and Augustus were powerful
leaders of Rome. Students learn about their
accomplishments when they make a foldout
book of the two rulers.
The Senate.. . . . . . . . . . . . . . . . . . . . . . . . . pages 35 & 36
There were two important groups in Rome—
senators and the people of Rome. Students
write facts about the Senate and create the
famous inscription “SPQR,” which stands for
Senatus Populusque Romanus, or “The Senate
and the People of Rome.”
24 Pocket
3: Government EMC 3726 • Ancient Rome • © Evan-Moor Corp.
government
Fast Facts
Government • During the period of the Republic,

there were 300 senators. During the
Roman Empire, the number of
senators increased to 600.
• The word senate comes from the Latin
word senis meaning “elderly men.” This
suggests that originally the Senate was
made up of older men.
• Senators wore togas with a gold or
purple stripe to designate that they
were important people.
• The Twelve Tables, the first written
laws of the Romans, were engraved
on bronze tablets. The tables were
fastened to the speaker’s stand in the
Roman Forum where trials were held.
• During the Roman Republic, two
consuls shared power. One consul
could veto any action or decision
made by the other one, so anything
they did had to be mutually agreed
upon.
• The principle that “a person is innocent
until proven guilty” originated in the
governmental rules of ancient Rome.
• If a man wanted to be a consul, he
usually held these jobs first: quaestor
(finance director), and aedile (public
works director), and praetor
(chief judge).
• Each Roman year was named after
the consuls who ruled that year.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 3: Government 25

About
Government
The Age of Kings needed the plebeians to do the work of the
At the beginning of Rome’s history, a series country, so they allowed the plebeians to
of kings ruled. The kings were advised by a keep their assembly and tribunes.
senate made up of men from Rome’s most
important families. Ordinary people had Eventually, plebeians gained more power
little say in how the government was run. and the Republic became more democratic.
One of the two consuls had to be a plebeian.
The Roman Republic Plebeians even won the right to become
In 509 b.c., the Roman Republic was formed. senators.
In a Republic, citizens elect leaders to run
the government. Two leaders called consuls In 450 b.c., the first code of law was
were advised by a group of 300 senators. published. The laws were called the
The two consuls changed every year, but Twelve Tables because they were written
the senators were chosen for life. Laws on 12 bronze tables, or tablets. The laws
proposed by the Senate could be approved established the basis of individual rights
and disapproved by citizen assemblies. of Roman citizens. They dealt with legal
procedures, property ownership, building
Even though citizens elected officials, codes, punishment of crimes, and marriage
the early Roman Republic did not treat customs.
its citizens equally. Citizens were divided
into two classes—patricians and plebeians. The Roman Empire
Patricians were the wealthy Romans. The Roman Empire was established in 27 b.c.
Plebeians, the working class, were the after the Republic collapsed. The Republic’s
majority of the population. They were the government institutions continued, but
artisans, shopkeepers, and peasants. Both emperors held supreme power. They
male patricians and plebeians had the right appointed new consuls and senators.
to vote. However, only male patricians could The citizen assemblies had little power.
hold political, military, and religious offices. Emperors headed the military and directed
making the laws. Plebeians lost most of the
Although plebeians had fewer rights, rights they had gained during the Republic.
they still had to serve in the army and pay
taxes. By 484 b.c., plebeian leaders formed
their own assembly known as the Council
of Plebeians. They elected officials called
tribunes. The patrician leaders knew they
26 Pocket
the forum
Every Roman town had a forum, which was a market square

with public buildings around it. The greatest of these was the
Forum Romanum in Rome. Rome’s most important and sacred
buildings were built around the Forum Romanum. Several marble
temples were built there, and also the Curia, the meeting place
of the senators.

The twelve tables
The Twelve Tables were the first laws of the Romans.
These laws established legal procedures to protect certain
rights of its citizens. Exact quotations of the laws are lost,
but references in later Latin writings reconstructed them
approximately. Some of the laws would be considered
cruel and unusual punishment by today’s standards.
Others are somewhat similar to today’s laws. The Twelve
Tables formed an important part of the foundation of
Western civil and criminal law.
Students read the excerpts from these laws and modern
interpretations of them, and then debate whether the
laws were fair.
Steps to Follow
1. Explain the significance of the Twelve Tables to students.
materials Use the information on this page and page 26 to help you.
• pages 29–31, reproduced 2. Distribute pages 29–31 to students. These are excerpts from
for each student the Twelve Tables. Inform students that each of the original
• two 4" x 5" (10 x 13 cm) pieces tables included several parts. Only one law from each table
of colored construction paper has been included here. As a class, read the laws and the
modern interpretations of them.
• pencil
3. As a class, evaluate each law and determine whether it is
• marking pens or colored
fair by modern standards. Students write “is” or “is not”
pencils
to complete the sentence at the bottom of each table.
• scissors
4. Instruct students to cut apart the twelve tables and hole
• hole punch punch each one where indicated by the circle.
• metal ring 5. Next, have students use marking pens or colored pencils
to write “The Twelve Tables” on one piece of construction
paper. Encourage them to decorate this cover with a
“Roman” border.
6. Direct students to punch holes in the upper-left corners
of both pieces of construction paper. Then they place the
twelve tables in order between the covers and fasten
them with a metal ring.
28 Pocket
From the twelve tables
TABLE I TABLE II
If anyone summons He whose witness has
a man before the failed to appear may
magistrate, he must go. summon him by loud
If the man summoned calls before his house
does not go, let the one every third day.
summoning him call the
bystanders to witness
and then take him by (A witness must appear in court. If he
force. doesn’t, someone will come to his house
every third day and shout at him to
come to the trial.)
(When a man is summoned to court,
he must go. If the defendant refuses in
front of witnesses, the plaintiff has the
right to take him away by force.)
I think this law fair. I think this law fair.
TABLE III TABLE IV

One who has confessed If a father sells his son
a debt, or against whom three times, the son
judgment has been shall be free from his
pronounced, shall have father.
thirty days to pay it in.
(A father has supreme power over his

son. But if a father tries to sell his son
(When someone owes money to
three times, the son has the right to be
another, he has thirty days in which
free from his father’s authority.)
to pay it back.)

TABLE V TABLE VI
Females should remain When one makes a bond
in guardianship even and a conveyance of
when they have attained property, as he has made
their majority. formal declaration so
let it be binding.
(A female must remain with her

guardians [father or husband] even (When one buys or sells property
after she has reached full legal age.) publicly, it is legal.)
TABLE VII TABLE VIII

A man might gather up No person shall hold
fruit that was falling meetings by night in
down onto another the city.
man’s farm.
(No one in the city can have

(If fruit falls from a tree onto another a group meeting at night.)
person’s property, that person has
the right to gather it and eat it.)
30 Pocket
TABLE IX TABLE X
The penalty shall be None is to bury
capital for a judge or or burn a corpse
arbitor legally appointed in the city.
who has been found
guilty of receiving a bribe
for giving a decision.
(For health reasons, no one is
allowed to bury or burn a dead
body within city limits.)
(If a judge is found guilty of taking
a bribe, he can be put to death.)
TABLE XI TABLE XII

Marriages should If a slave shall have
not take place committed theft or
between plebeians done damage with his
and patricians. master’s knowledge,
the action for damages
is in the slave’s name.
(Marriages between ordinary
people and wealthy people are
not allowed.)
(If a slave commits a theft or damage
to property on behalf of his master,
the slave is the one held responsible
for the damages.)

Two Roman rulers
Julius Caesar and Augustus were two famous rulers of
Rome. Caesar is remembered as a great general who
seized power and had himself declared dictator of Rome.
Augustus is remembered as the first emperor of Rome
whose rule marked the beginning of the period known
as Pax Romana.
Students create a three-fold book containing information
on the two rulers, Caesar and Augustus.
Steps to Follow
1. As a class, read and discuss the information about Julius
Caesar and Augustus on page 33. Locate these rulers on
the timeline stored in Pocket 1.
2. Have students fold the construction paper in thirds, as
shown. Then they write the title “Two Roman Rulers”
on the cover using marking pens or colored pencils.
Encourage students to decorate the cover.
materials
for each student
• 9" x 12" (23 x 30.5 cm)
colored construction paper
3. Instruct students to color and cut out the illustrations of
• fine-tip marking pens or the two rulers and their famous quotes. Have students
colored pencils open up the top fold and glue the busts on that section
• scissors and the quotes on the outer bottom section, as shown.
• glue
4. Then have students cut out the information about Caesar

and Augustus, open up the construction paper all the
way, and glue the information below each illustration.
32 Pocket
Two Roman Rulers
Julius Caesar was one of ancient Augustus, meaning “the revered,” was
Rome’s great generals and statesmen. He the name the Roman Senate gave to Julius
conquered Gaul (now mainly France) and Caesar’s nephew Octavian when he became
invaded Britain twice. His successful military the first emperor of Rome in 27 b.c. Caesar
campaigns made him popular among the had adopted Octavian and made him his
people at home. His rival Pompey persuaded heir. After Caesar was assassinated, Mark
the Senate to order Caesar to disband his Antony joined with others to take control
army. Caesar refused, and civil war broke out. of Rome. Octavian, then only 19 years old,
raised an army of Caesar’s soldiers to fight
The civil war ended four years later when
Antony. Octavian defeated Antony, and
Caesar defeated Pompey’s sons in Spain.
the Senate elected Octavian one of Rome’s
Caesar was now the most powerful person in
two consuls.
Rome. In 49 b.c., Caesar was elected dictator
and consul. Augustus’s long reign is sometimes called
the Augustan Age, a period of peace and
Caesar was an inspired leader and
prosperity after years of civil unrest. Under
orator. He reorganized the government and
Augustus, the empire doubled in size. To
taxation system. He introduced the 365-
better manage the Roman lands, Augustus
and-one-fourth-day Julian calendar. Caesar
had new highways built to the farthest
helped people by freezing rents, cutting
parts of the empire. Augustus restored
debts, and giving grants of land to poor
monuments and buildings. He built a new
people and ex-soldiers.
Roman forum and commissioned marble
In February of 44 b.c., Caesar was made artworks to decorate the city. He ordered
dictator. His enemies resented his power the construction of aqueducts and bridges.
and popularity. They plotted to kill him. He had the Tiber River dredged to prevent
One month later, on the Ides of March flooding. All these acts provided jobs for the
(March 15), Cassius and Brutus, two former poor and made their lives better. Augustus
enemies whom Caesar had pardoned, led also promoted the arts, especially literature
a group of senators to assassinate him. and poetry.
They stabbed him to death as he entered
After his death in a.d. 14, Augustus was
a Senate meeting.
made a god and worshiped in Rome.

34

Pocket
“Veni, Vedi, vici.” “I found Rome a
(“I came, I saw, I conquered.”) city of brick and
left it a city of
3: Government
marble.”
Julius Caesar Augustus
Two Roman Rulers
EMC 3726 • Ancient Rome • © Evan-Moor Corp.

the senate
Senators were among the most respected Romans. During
the Republic, the Senate was especially powerful. They
prepared legislation, controlled the treasury, and managed
foreign policy. Most people agreed that there were two
groups in Rome: the senators and the people of Rome.
Students decorate the famous letters “SPQR,” and write
facts to remember about the Roman Senate.
Steps to Follow
1. As a class, review the Fast Facts (page 25), About materials
Government (page 26), and the information on Caesar
and Augustus (page 33) to locate information about the • page 36, reproduced for
Roman Senate. Ask students to state five or six facts that each student
they would like to record. Write these facts on the board or • 9" x 12" (23 x 30.5 cm) purple
a chart. Students then copy the facts onto writing paper. construction paper
2. Distribute page 36 to students. Explain that these famous • 4 ½" x 9" (11.5 x 23 cm) yellow
four letters stand for “Senatus Populusque Romanus” construction paper
(Sen´•uh•tuhs Pop’•u•lusk Roh•mah’•nus), which means “ The • lined writing paper, sized to
Senate and the People of Rome.” Share with students that fit on the back of the purple
“SPQR” can be found on many inscriptions and coins today. construction paper
In fact, the modern city of Rome uses this inscription on its
coat of arms. • pencil
3. Have students cut out “SPQR” and glue it onto the yellow • glitter pens or marking pens
construction paper. • glue
4. Instruct students to color the letters using a glitter pen or • scissors
marking pen. Or, you may choose to have them use glitter
and glue.
5. When the letters are dry, have students mount the yellow
construction paper onto the purple paper, leaving room
for the caption.
6. Direct students to cut out and glue the Latin phrase and
English translation on page 36 below the inscription.
7. Students glue their list of facts about the Roman Senate
onto the back of the purple paper.

tHE sENATE
Senatus Populusque Romanus

The Senate and the People of Rome
36 Pocket
Pocket 4
education
fast facts
Education................................................ page 38
About
Education.................................................page 39
in this pocket.
Art reference
Roman Alphabet and Numerals............. page 40
with the Roman alphabet and Roman numerals.
Use this page as a reference for the activities
throughout the unit.
Activities
Wax Tablet......................................pages 41 & 42
Roman children used a beeswax tablet and stylus
to write their lessons. Students use modeling clay
to create their own tablets, and then use them to
practice writing the Roman alphabet
and numerals.
Personal Virtues.............................. pages 43–45
Roman children were taught about virtues to
which a Roman citizen should aspire. Students
create a booklet to learn the Latin words for
eight virtues.
Roman Numerals.......................... pages 46 & 47
Discuss the rules presented for using Roman
numerals. Then students use the rules to answer
questions on a math worksheet. An answer
key is provided on page 96.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 4: Education 37

education

Fast Facts
• The school day began before sunrise,

Education so students had to bring candles to
use until daylight.
• We do not know how long the school
year lasted, but it always began on
March 24th.
• Roman students who behaved badly
in school or made mistakes were often
beaten.
• The very best books were written on
vellum, which were sheets of wafer-
thin animal skin (usually kid or lamb).
• Educated citizens of Rome enjoyed
reciting poetry. They especially liked
the poet Virgil, an epic poet. He wrote
“The Aeneid,” a 12-book poem about
the adventures of the hero Aeneas.
• To be competent in rhetoric, or the art
of public speaking, was admired by the
Romans. Cicero was considered Rome’s
greatest orator. Of the approximately
106 speeches he gave, 58 of them have
survived and can be read today.
• Roman books were written by hand on
long scrolls. The copying was usually
done by Greek slaves.
38 Pocket
4: Education EMC 3726 • Ancient Rome • © Evan-Moor Corp.
about
education
Home Schooling The children learned Roman numerals
Most Roman children did not attend school. and used an abacus to do simple math
They received their earliest education from problems. The abacus was a simple counting
their parents at home. Fathers who could board that used small stones or beads as
read and write taught their sons to do the hundreds, tens, and ones.
same. Sons learned Roman law, history,
customs, and religion. They were also given Grammar School
physical training to prepare them to be From about the ages of 11 to 14, wealthy
soldiers. Boys from wealthier families were boys and a few wealthy girls attended a
often taught by well-educated slaves called school run by a grammaticus, or grammar
pedagogues. Boys from poorer families teacher. There they studied Latin, Greek,
had to go to work at the age of 8, learning grammar, and literature. Students were
whatever jobs their fathers held. Girls from expected to memorize and recite poetry.
both wealthy and poor families learned They also studied higher levels of subjects
household duties from their mothers in such as mathematics, music, and astronomy.
preparation for marriage. Higher Education
Primary School Girls usually did not have any formal
Families that could afford a private education after the age of 15. Some of the
education sent their children to school wealthiest boys continued their higher
at age 7. Primary school was called ludus, education. The study of rhetoric, or the art
meaning “school” or “game” in Latin. of public speaking, was the main focus.
Children went to school at dawn. They had Learning to make persuasive speeches
time off for a light lunch and a rest before was important. Boys who learned this skill
resuming their studies in the afternoon. could eventually become senators or other
Schools were small, and one teacher was influential government officials. Students
responsible for all subjects. Children learned also read poetry, history, and philosophy
basic reading, writing, and arithmetic. They from the day’s greatest writers.
read scrolls and books in Latin.
Students wrote the alphabet and words on

boards covered with beeswax, using a stylus
(pen) to scratch letters onto the tablet. They
were also expected to recite lessons they
had memorized.

roman alphabet
The Roman alphabet had 23 capital letters. The letters J, U,

and W were not added to the alphabet until much later.
a b c d e f g h i
Paper was very expensive, so

k l m n o p q r students practiced writing
using a wax tablet and pen-like
tool called a stylus. To erase
s t v x y z what was written, the blunt
end of the stylus was used.
roman numerals
Roman numerals are written using seven basic symbols:
= 1 = 5 = 10 = 50 = 100 = 500 = 1,000
Numbers are made from combinations of these seven numerals.

Here are the Roman numerals for 1 through 10:
1 2 3 4 5 6 7 8 9 10
I II III IV V VI VII VIII IX X
Doing mathematical computations with

Roman numerals was difficult. Students
used an abacus to help with counting.
40 Pocket
wax tablet
Roman children learned to write using a wax tablet.
It was a wooden board covered with a thin layer of
beeswax. The letters were scratched onto the wax surface
with a sharp stick called a stylus. The letters were rubbed
out by smoothing them over with the round end of the
stylus, leaving the tablet fresh and ready to use again
and again.
Students create their own wax tablet to practice writing
the Roman alphabet and numerals.
Steps to Follow
1. As a class, read and discuss the Roman alphabet and materials
numerals on page 40.
2. Have students use marking pens to color the design for the for each student
tablet front on page 42. Direct them to add their names or
• 4" x 6" (10 x 15 cm) white
initials in capital letters, the year in Roman numerals, and
tagboard or poster board
other decorative elements as they wish. Then students cut
out the design and glue it to the shiny side of the tagboard. • 4" x 6" (10 x 15 cm) waxed
paper
3. Instruct students to cut out the rectangular template on
page 42. Direct students to turn over their tablet so that • about 3 oz. (84 g) of
the design is facedown. Have students center the template nonhardening modeling clay
on the tablet back and trace around the edges to make • fine-tip marking pens
a frame.
• wooden chopsticks
• scissors
Trace around template
• glue
template • stapler
Back of tablet
4. Give each student a small amount of modeling clay and

have them work it in their hands to make it soft. Then
instruct them to press the clay onto the tablet, smoothing
it out to fit inside the frame lines.
5. Instruct students to use a wooden chopstick to practice
writing Roman letters and numerals on the clay tablet.
Discuss how difficult a process it must have been compared
to today’s paper-and-pencil method.
6. When students have finished writing, have them lay a piece
of waxed paper over the clay and staple the top edge to
the tablet for storage in the pocket.

wax tablet
Place this in the center

of the back of the tablet
and trace around it.
42 Pocket
personal virtues
Roman children were taught the importance of specific
virtues, or admirable character traits, to which to aspire
as a citizen of Rome. These virtues are the heart of the
Via Romana, or the Roman Way.
Students make a booklet that displays in mixed up
order the Latin words for the virtues and their English
definitions. The class then works together to match the
words and definitions.
materials
Steps to Follow • pages 44 and 45, reproduced
for each student
1. As a class, discuss the idea of virtue. Explain to students
that virtues are desirable qualities, or positive character • 4" x 9" (10 x 23 cm) colored
traits. Have students share important virtues that people construction paper
should possess. Ideas might include traits such as honesty, • scissors
kindness, and a sense of humor. Share with students that • stapler
children in ancient Rome were expected to learn and live
by certain virtues. • fine-tip marking pens
or colored pencils
2. Distribute pages 44 and 45 to students. Instruct students to
cut apart the words and definitions. Direct students to stack
the words in numerical order with “1” on top. Stack the
definitions in alphabetical order with “a” (“Tenacity”)
on top.
3. Distribute the construction paper and have students staple
the stack of words on the left side of the paper and the
stack of definitions on the right side, allowing for the title.
Staple each stack on the outer edge.
4. Then students use markers or colored pencils to write the
title “Roman Personal Virtues” on the paper.
5. Read the first Latin word to students and have them
pronounce the word after you. Inform students that many
English words have Latin origins. Then read through the
definitions together until students think they have found
a match.
6. Write the word number on the board, followed by the
letter of the correct definition. When all eight puzzles are
finished, have students copy the answer key onto the back
of the construction paper.
7. Ask students to rank the virtues from most important to
least important. Point out that there are no right or wrong
answers because any of the virtues could be the most
important to students in the class. As a class, discuss the
opinions.
Answers: 1–e 2–b 3–g 4–a 5–d 6–h 7–f 8–c
personal virtues
staple
CLEMENTIA FRUGALITAS
staple
1 5
COMITAS INDUSTRIA
2 6
DIGNITAS SALUBRITAS
3 7
FIRMITAS VERITAS
4 8
44 Pocket
personal virtues
“Mercy” “Thriftiness”
The quality of being mild, The quality of living a
gentle, compassionate, and simple life without being
kind. Origin of the English miserly. Origin of the
word clemency. English word frugality.
e d
“Humor”
“Industriousness”
The quality of being
polite, courteous, open,
diligent, hardworking,
and friendly. Origin of the
and steady.
English word comedy.
b h
“Dignity” “Wholesomeness”
The quality of having The quality of being
self-respect and healthy and clean. Origin of
personal pride. the English word salubrious.
g f
“Tenacity”
staple
“Truthfulness”
The quality of having strength
of mind; the ability to stick to
truthful, honest, and
one’s purpose. Origin of the
trustworthy. Origin of the
English word firm.
English word veracity.
staple
a c
Note: Reproduce this page for students and discuss the rules as a class. Use page 47 to practice using the rules.
roman numerals
First, read the information in the shaded box below about Roman numerals. Then use the
information and the table at the bottom of the page to help you answer the math questions
on page 47.
Here are three basic rules for using Roman numerals:
Roman numerals are made Letters are written from the largest =2
value to the smallest. Each letter adds
from combinations of these = 12
seven basic symbols: to the previous letter’s value.
= 112
Only powers of ten (I, X, C, M) may = 30
be repeated. That means V (5), L (50),
= 200
= 1 and D (500) may not be repeated. No
symbol can be repeated more than = 110
= 5 three times in a row.
= 10
Because no symbol may be repeated =4
= 50
more than three times in a row,
= 100 =9
certain numbers (those with 4s and
= 500 9s) are written using subtraction. = 40
When a symbol is placed before = 90
= 1,000 one of greater value, the smaller = 400
one is subtracted from the larger.
Only powers of ten (I, X, C, M) can be
= 900
subtracted, and you can only subtract
one letter.
Here’s how to write 359 in Roman numerals:

Start with three hundreds (C)—rules I and II CCC
Next, write the fifty (L)—rule I CCCL
Last, write nine (IX)—rule III CCCLIX
Here is a table that you can use to convert Arabic numbers into Roman numerals:
ones 1I 2 II 3 III 4 IV 5V 6 VI 7 VII 8 VIII 9 IX
tens 10 X 20 XX 30 XXX 40 XL 50 L 60 LX 70 LXX 80 LXXX 90 XC
hundreds 100 C 200 CC 300 CCC 400 CD 500 D 600 DC 700 DCC 800 DCCC 900 CM
Note: The shaded rows show examples of subtracting a symbol with a smaller value from one with a larger value.
46 Pocket
Name _ __________________________________
roman numerals
Use the information and rules on page 46 to help you answer the math questions.
A. Write these as Roman numerals: C. Fill in the blanks with Roman

numerals.
1. 9
11. The current year is .
2. 24
12. My year of birth is .
3. 169
13. I am years old.
4. 999
14. My favorite number is .
5. 2,781
B. Write these as Arabic numbers: D. Write Roman numerals on the clock face.
6. IX
7. XX
8. CCC
9. DCCCV
10. MDXLVI

Pocket 5
the roman army

fast facts
The Roman Army .....................................page 49
complete the activities in this pocket, read the Fast
Facts bookmark frequently for a quick review.
About
The Roman Army......................................page 50
in this pocket.
Art reference
A Legionary Soldier................................. page 51
with the uniform and weapons of the legionary
soldier.
Activities
Roman Shield................................... pages 52–54
A scutum, or shield, was an important defensive
weapon for a Roman soldier. Students create
their own shield and learn the ways in which
the soldier used it in battle.
Eagle Standard................................. pages 55–57
Every Roman legion had an eagle standard that
stood for the power of Rome and the honor
of the legion. Students make their own eagle
standard to carry into battle.
The Punic Wars.................................pages 58–60
Rome and Carthage battled in three Punic Wars.
In the Second Punic War, Roman general Scipio
defeated Carthaginian general Hannibal.
Students create a triumphal arch and show
the victorious general driving through it
in a chariot.
48 POCKET
5: THE ROMAN ARMY EMC 3726 • Ancient Rome • © Evan-Moor Corp.
the roman army

roman army
Fast Facts
• Every Roman soldier was given a

salt allowance, called salarium, in
his rations. The English word salary,
money paid for work, comes from the
Latin word salarium.
• A foot soldier was expected to march
at least 20 miles a day while wearing
armor and carrying his weapons and
pack. The 60-pound pack contained
personal gear, more than two weeks’
worth of grain, a pickax or saw,
the
cooking utensils, and stakes needed

to build a camp.
• The English word century means “100
years.” It comes from the Latin word
centuria, meaning “one hundred men.”
Confusingly, a centuria did not contain
100 soldiers. It consisted of a group of
80 soldiers under the leadership of a
centurion, or commander.
• The onager, a giant catapult, could hurl
a boulder weighing as much as 150
pounds (68 kg) a distance of 1,200 feet
(366 m) or more.
• If a whole unit of soldiers showed
cowardice or refused to obey orders,
it could be punished with decimation.
This meant that one man in every ten
was killed.
• Every legion, a group of 5,000 soldiers,
had a silver eagle on a pole as its main
standard, or symbol. The loss of a
standard was regarded as a disgrace.
At the camp, the legion’s standards
were kept in a shrine called the
sacellum.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 5: THE ROMAN ARMY 49
about
the roman army
A World-Class Fighting Force Fighting Tactics
Many people consider the ancient Roman Soldiers learned the testudo, or tortoise,
army the most successful fighting force in formation. They formed a close group
history. They were highly trained, strictly with their shields held together in front
disciplined, and well-equipped. Men were and overhead. Crouching beneath their
trained to be fighting machines who were protective “shell,” the soldiers could
willing to stand and fight even when the advance safely as a group.
odds were against them. Soldiers had to
march, run, and swim in their heavy armor. The Roman army excelled at siege tactics
Soldiers practiced using their short swords, used to capture enemy cities and forts.
shields, and heavy javelins. Roman soldiers Siege machines included catapults,
were rewarded for bravery and severely battering rams, and siege towers. Captapults
punished for cowardice or disobedience. were like giant slingshots that fired heavy
stones and spears. Heavy battering rams
Army Organization were used to pound walls and gates. Siege
The main part of the army consisted of towers, holding foot soldiers and archers,
infantry units called legions. One legion could be rolled up to the enemy’s walls.
was made up of about 5,000 foot soldiers. Then a drawbridge was lowered to allow
For training and fighting, each legion was the soldiers onto the walls.
divided into smaller units called centuries
and cohorts. A century was made up of The Roman army fought many wars and
80 soldiers under the command of an officer conquered many lands because of its
called a centurian. Six centuries made up outstanding organization and tactical skills.
a unit called a cohort.
Besides the regular army, there were the

auxiliary forces such as cavalry, archers,
or slingshot throwers. Auxiliaries were
recruited from the provinces for their special
skills. After 25 years of service, auxiliary
soldiers could become Roman citizens.
Joining the professional army was a way out
of poverty since soldiers were paid salaries
and received free room and board. When
soldiers retired, they were given money
or a small plot of farmland.
50 POCKET
A legionary soldier
A metal plate of armor tied together
A metal helmet had a projecting
with leather straps protected the
piece in back that protected the
upper body.
neck and a ridge in front that
protected the face. At the sides were
large cheek pieces hinged at the top.
Under the metal

armor, the
soldier wore a
red wool tunic.
A dagger was strapped

to the soldier’s belt.
A narrow belt decorated

with metal strips was
worn around the waist.
A double-edged sword
hung from a strap on the
right side of the body. A soldier’s rectangular
shield was made of wood,
leather, and iron.
The heavy leather sandals

had iron nails on the soles,
similar to modern-day
athletic cleats.
The soldier carried a javelin
that had a long metal tip.
roman shield
The scutum (skyou´ tum), or shield, was a soldier’s best
defense against his opponent. The curved shape of the
wooden shield allowed it to absorb heavy blows, and
enemy arrows glanced right off it.
Students create their own shield and learn how a
legionary soldier used it in battle.
Steps to Follow
1. As a class, read about the Roman shield on page 53. Discuss
how each unit in the legion decorated their shields in a
different color and design to help soldiers recognize their
own troops.
materials 2. Distribute page 54 to students. Have them color the shield
• pages 53 and 54, reproduced design using marking pens. Color the negative spaces red.
for each student 3. Direct students to cut out the shield pattern and glue it
• 9" x 12" (23 x 30.5 cm) red to the red construction paper. They should use scissors to
construction paper round the corners of the red paper.
• 3" x 4" (7.5 x 10 cm) piece of 4. Next, direct students to make the boss. Have them cut out
aluminum foil the boss pattern on page 53 and glue a small bottle cap
• small plastic bottle cap in the center of the shape. Then have them cover the boss
with aluminum foil, folding the foil around the edge of
• marking pens the pattern, and glue the paper side to the shield.
• scissors 5. As an added decoration, you may wish to have students
• glue add a “metal” border around the edge of the red shield,
• Optional: silver or gold using metallic paint or a glitter pen.
metallic paint or glitter pen 6. Have students color and cut out the information and
illustrations on page 53 and glue them onto the back
of the red construction paper.
52 POCKET
roman shield
A Roman Shield Scutum (shield)
A large Roman shield was called a

scutum. It was made from thin sheets
of wood that were glued together in a
curved shape. The center was hollowed
out on the inside for the handgrip. On
the outside, the surface was covered in
leather. The round umbo, or boss, in the
center of the shield was made of iron or
other metal. The edges of the shield were
also bound in metal to make the shield
stronger.
The shield was a good defensive

weapon. The curved shape of the shield
allowed it to absorb heavy blows and
deflect arrows. The boss in the center was
heavy enough to stun an opponent. A
legionary would advance toward the
enemy with his shield partially raised to
block the opponent. Then he would use
his sword for attack. Testudo (tortoise) Formation
The shape of the shield also allowed a

group of soldiers to use them as a barrier.
Soldiers grouped together and covered
themselves with their shields. Then
they advanced in a half-crouching, half-
walking movement. This was called the
testudo, or tortoise, formation because
the shell of shields protected the soldiers
against enemy fire.
umbo (boss) glue
Shield design
54 POCKET
Eagle standard
Each century, cohort, and legion had its own standard.
Standards were tall poles topped with various emblems or
symbols. The most important standard in each legion was
the eagle, which was the symbol of the power of Rome
and the honor of the legion.
Students read about standards, and then create an eagle
standard of their own.
Steps to Follow
1. As a class, read about Roman battle standards on page 56.
2. Distribute page 57 to students. Direct them to color both
sides of the eagle identically and then cut it out.
3. Instruct students to glue the eagle onto yellow construction
paper. Then have them cut around the eagle pattern
carefully, being sure not to cut through the fold on the
wings.
4. Then instruct students to use a pencil to roll up the copy
paper tightly into a pole shape. Have them tape the edge. materials
5. Direct students to lay the eagle down, construction-paper
for each student
side up. Then they lay the pole on the side of the eagle that
has the tabs. • 9" x 12" (23 x 30.5 cm)
yellow construction paper
6. Have students put glue on the backside of the tabs and
wrap the tabs around the pole. • 9" x 12" (23 x 30.5 cm)
blue construction paper
7. Students then glue the two-sided eagle together at the
head and wings and glue the loose base to the pole. • 8 ½" x 11" (21.5 x 28 cm)
copy paper
8. Then have students wrap tape around the pole to secure
the eagle in place. • pencil
9. To finish the project, show students how to punch a scissor • crayons, colored pencils,
point through the dotted lines on page 56 and cut the slits. or marking pens
Then they cut around the border of the page and glue only • transparent tape
the edges to the blue construction paper. Finally, students
• scissors
thread the pole of the eagle standard through the slits,
and the project is ready to store in the pocket. • glue
Eagle standard
Each century, cohort, and

legion had its own standard.
Standards were tall poles topped
with various emblems and symbols.
During battle, the standards were
held by officers called signifers.
These standard-bearers stood out
because they wore animal-head
skins on their heads. The standards
could be seen above the action,
helping to keep the units together.
Standards were also a source of
pride and helped to unify the unit.
The most important standard

in each legion was the legionary
eagle. Made of precious metal, it
symbolized the power of Rome and
the honor of the legion. The eagle
standard was carried by a special
standard-bearer called an aquilifer
who wore a lion-skin headdress.
A legion that lost its eagle or had
it fall in battle was disgraced. To
recover a captured legionary eagle
helped to bring honor back to the
legion.
56 POCKET
eagle pattern
fold
side of tab.
Glue back-
side of tab.
Glue back-
The Punic Wars
Between 264 and 146 b.c., Rome fought three wars
called the Punic Wars against the North African city-state
of Carthage for control of the Western Mediterranean
region. (The name Punic comes from the Latin word
for Carthage.) During the Second Punic War, the Roman
army met a formidable enemy when they fought the
Carthaginian general Hannibal. Roman general Publius
Scipio’s army defeated Hannibal.
General Scipi
o defeated
Carthaginian When a Roman general was victorious, he was given
General Han
in the second nibal
Punic War. an elaborate procession through the city of Rome. The
general and his army marched with all the captives
and spoils, often through a triumphal arch built in the
materials general’s honor.
• pages 59 and 60, reproduced Students create a triumphal arch to honor General Scipio
for each student (Sip´ e o). They add Scipio’s chariot to the scene and write
why he was such a hero to the Roman people.
• 9" x 12" (23 x 30.5 cm)
blue construction paper
• crayons, colored pencils, or Steps to Follow
fine-tip marking pens 1. As a class, read and discuss the information on the Punic
• scissors Wars on page 59. Refer to the map of the Roman Empire in
the first pocket to identify where Carthage was located.
• glue
2. Distribute page 60 to students. Discuss how a victorious
general was honored by the people of Rome. Tell students
that he would ride in a chariot through the city as the
crowd cheered. His army would follow with the captives
and the treasures they had taken from their enemy. A
triumphal arch was often built in the general’s honor.
Sometimes a statue of the general in a chariot was
placed on top of the arch.
3. Have students color the general’s chariot and the triumphal
arch in rich colors of purple, gold, red, and silver. Direct
them to write “Scipio Africanus” in capital letters at the top
of the arch.
4. Then have students cut out the arch and the chariot and
glue them onto blue construction paper so that the chariot
appears to be coming through the arch. Instruct them to
leave room at the bottom of the paper to write a sentence
telling why Scipio was honored by the people of Rome.
5. Finally, have students glue page 59 to the backside of
the construction paper.
58 POCKET
the punic wars
Rome fought defeated. Although Hannibal’s army

in three wars never attacked Rome itself, he pushed
with the North far into Italy. The two armies remained
African city-state deadlocked for years.
of Carthage
Meanwhile, Roman general Publius
for control of
Scipio and his mighty army ran the
the Western
Carthaginians out of Spain. Then in
Mediterranean
204 b.c., Scipio invaded Africa. The
region. Rome
Roman general wanted to force
was victorious in all three Punic Wars,
Hannibal to retreat from the outskirts
but success did not come easily.
of Rome to protect his homeland.
First Punic War (264–241 b.c.) Hannibal was called home to fight
The First Punic War was fought over Scipio. General Scipio’s army finally
control of the islands of Sicily and defeated Hannibal in the Battle of Zama
Corsica. Both sides lost many ships and in 202 b.c. Scipio was given the name
many men. Rome’s navy was finally Scipio Africanus, or conqueror of Africa,
victorious. for his victory over Hannibal.
Second Punic War (218–201 b.c.) After the war, Carthage was forced to
Rome met its toughest enemy— pay Rome large sums of money and
General Hannibal. The war began when give up Spain.
Hannibal’s army captured a city in
Third Punic War (149–146 b.c.)
Spain. Rome demanded that Carthage
This war started when Carthage
withdraw Hannibal from Spain. When
rebelled against the restrictions placed
Carthage refused, Rome declared war
on them at the end of the Second
and sent troops to Spain. Hannibal then
Punic War. Rome defeated Carthage
decided to invade Italy. He gathered an
once again. As punishment, Rome sold
army of 20,000 soldiers, 6,000 horses,
all the surviving Carthaginians into
and 37 elephants. Taking a long land
slavery and destroyed the city. Now
route, Hannibal’s army marched across
Rome controlled the entire Western
the Pyrenees Mountains in Spain
Mediterranean region.
and through southern Gaul. Then
they crossed the Alps and invaded
northern Italy. Roman troops who first
tried to stop Hannibal’s advance were
triumphal arch
60 POCKET
Pocket 6
religion and mythology

fast facts
Religion and Mythology..........................page 62
About
Religion and Mythology..........................page 63
in this pocket.
Art reference
The Pantheon.......................................... page 64
with the magnificent Pantheon, a temple that was
built to honor all the gods. Use the information on
the cutaway for the activities throughout the unit.
Activities
The Capitoline Triad........................ pages 65–68
The three supreme gods for the Roman state were
Jupiter, Juno, and Minerva. They were called the
“Capitoline Triad.” Students create a three-fold
temple to display illustrations and information
about these three gods.
The Legend of Romulus
and Remus........................................pages 69–71
According to legend, twin brothers Romulus
and Remus founded Rome. Students create a
booklet containing a retelling of the legend. After
they read the story, students write and answer
comprehension questions about the legend.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 6: RELIGION AND MYTHOLOGY 61
religion and
mythology

fast facts
mythology
• Most ancient Romans practiced
polytheism, or the belief in many gods.
When Judaism and Christianity spread
religion
throughout the empire, many people
changed to monotheism, or the belief
in one God.
• The three major gods of Rome—Jupiter,
Juno, and Minerva—were called the
Capitoline Triad. The name came from
the Capitoline Hill in Rome, on which
and
the main temple of Rome stood.

• Roman gods and goddesses were
similar to those of Greece, but with
different names. For example, each
culture had a “goddess of love.” The
Greeks called her Aphrodite and the
Romans called her Venus.
• The head priest of the Roman state
religion was called the Pontifex
Maximus, or chief bridge builder. He
was the connection, or bridge, between
the people and the gods.
• Vesta was the goddess of the hearth,
symbolized by an eternal flame. A fire
burned in the Temple of Vesta in the
Forum Romanum. People believed that
while the sacred flame burned, Rome
would remain strong.
• The ancient Romans named the sun,
the moon, and five planets after
important gods: Apollo (sun), Diana
(moon), Mercury, Venus, Mars, Jupiter,
and Saturn.
62 POCKET
6: RELIGION AND MYTHOLOGY EMC 3726 • Ancient Rome • © Evan-Moor Corp.
about
religion and Mythology
Many Powerful Gods members prayed and made offerings several
The Romans believed in hundreds of times a day to please the gods.
different gods and goddesses. Many of the
deities were adopted from the Greeks and New Religions Take Hold
renamed. The Romans believed that the As the Romans conquered countries, they
gods controlled every activity and aspect of adopted foreign gods in addition to their
their lives. Romans explained happenings traditional ones. Religious beliefs from other
in the world by telling stories, called myths, parts of the Roman Empire, such as Judaism
that involved the gods and goddesses. and Christianity, gained in popularity. Jews
and Christians believed in one God and
Roman Priests honored their God above the gods of the
As time went on, religion was controlled by empire.
the state. Priests were government officials
whose jobs were to predict the future and In the a.d. 200s, Christianity spread
decide how to keep the gods from getting throughout the empire. At the same time,
angry by doing what the gods wanted. Rome was experiencing trouble within the
Priests made offerings to the gods in the empire as well as barbarian attacks from
form of animal sacrifices, wine, and other the outside. The emperors thought the
precious gifts. gods were angry, so they tried to force all
people to follow the state religion. Jews
Roman Gods and Christians refused to obey, and many
The great gods of the Roman state were were persecuted, or mistreated.
Jupiter, Juno, and Minerva. Jupiter was
the supreme god and was the guardian of As the empire grew weaker, Christianity
Rome. Juno was Jupiter’s wife and queen continued to spread. Around a.d. 400,
of the gods. She was the protector of Christianity became the official religion of
women. Minerva, Jupiter’s daughter, was Rome. After the Roman Empire finally fell
the goddess of wisdom and the guardian in the West, Christianity continued to grow
of craftspeople. Temples were built to throughout the world.
honor the major gods of Rome.
Besides the gods of the state, Romans

worshiped many household gods. There
was a god to watch over everything from
the garden to the door hinges. Family
the pantheon for the gods
The domed, concrete The interior features coffers, The bronze oculus,
roof rises about 142 feet or sunken panels. Originally, or Great Eye, is a
(43 m) above the floor each coffer had a bronze circular opening to
at the highest point. rosette, which represented the sky. The oculus
a star in the heavens. has a diameter of
about 30 feet (9 m).
Three rows of
huge Corinthian
columns support
the portico
(porch) roof.
Each of the seven niches,

or hollow places in the
Inlaid marble adorns the walls, held a statue of
floors of the temple. a god.
In a.d. 126, Roman Emperor Hadrian had the magnificent Pantheon

built to honor all the gods and goddesses of Rome. The domed,
circular building was made of concrete and brick. The Pantheon still
stands in Rome today.
64 POCKET
capitoline triad
The group of three supreme gods in the Roman religion
were Jupiter, Juno, and Minerva. They were called the
“Capitoline Triad.” The three gods were worshiped in
the Capitolium temple on Rome’s Capitoline Hill.
Students create a foldout temple to showcase information
about these three gods.
Steps to Follow
1. Instruct students how to cut the construction paper to
form the foldout temple as follows:
a. Fold the paper in half.
b. Open and fold the sides materials
in to the center. • pages 66–68, reproduced
c. Open and fold on the for each student
center line. • 12" x 18" (30.5 x 46 cm) white
d. Cut as shown. construction paper
2. As a class, read and discuss the information on the three • crayons, colored pencils,
gods on pages 67 and 68. If students have studied ancient or marking pens
Greece, you may wish to point out their equivalent Greek
names. • gold metallic paint or
glitter pen
Roman Greek
Jupiter Zeus • scissors
Juno Hera • glue
Minerva Athena
• hole punch
3. Direct students to color and cut out the patterns of the • silver or gold ribbon
three gods and the four columns on page 66.
4. Next, instruct students to glue the picture of Jupiter in the
center of the middle panel of the temple. Then they glue a
column on each side of Jupiter, lining up the outside edges
along the fold lines. They complete the middle section by
connecting the top of the columns with the piece inscribed
“Jupiter.”
5. Instruct students to glue Juno to the left of Jupiter and
Minerva to the right.
6. Direct students to close the temple and draw a golden
triangle on the peak of the temple, and then write
“The Capitoline Triad” inside the triangle.
7. Then students glue the remaining two columns to the
front panels.
8. Finally, students punch a hole on both sides of the flap,
thread a piece of ribbon through the holes, and tie a bow.
capitoline triad
66 POCKET
jupiter
Jupiter
King of the Gods
Jupiter was king of the gods. He was the
god of the sky and of thunder. His symbols
were the thunderbolt and the eagle.
juno and minerva
Juno Minerva
Queen of the Gods Goddess of Wisdom
Juno was Jupiter’s wife and so queen of Minerva was Jupiter’s daughter. She was
the gods. She was the goddess of women goddess of wisdom and arts and crafts. Her
and marriage. Her symbol was the peacock. symbol was the owl.
68 POCKET
The legend of
romulus and
remus
In Roman mythology, Romulus and Remus were twin
brothers who founded the city of Rome. The Romans
considered Romulus their first king. The story of the two
brothers is an exciting one, involving murder and intrigue.
Students read the legend, and then create a booklet to
display the story of Romulus and Remus.
Steps to Follow materials

1. Share with students that the story they are about to read • pages 70 and 71, reproduced
is a Roman myth, or legend, meant to explain how Rome for each student
came to be. Read the story aloud to students, pausing to
define unfamiliar words and to check for understanding. • 9" x 12" (23 x 30.5 cm)
colored construction paper
2. Next, distribute page 70 to students. Have students fold the
construction paper in half and then color, cut out, and glue • lined writing paper
the cover onto the front of the booklet. Share with students • pencil
that because of the legend of Romulus and Remus, the • crayons, colored pencils,
wolf was considered a sacred animal in ancient Rome and or marking pens
became the symbol of the city.
• scissors
3. Direct students to cut out the three story sections on
pages 70 and 71. Have them glue pages 1 and 2 to the • glue
inside of the booklet and page 3 to the back.
4. Instruct students to read the legend aloud with partners.
5. Then have each student write three comprehension
questions about the story. Direct students to have their
partners answer the questions orally.
6. If time allows, share some of the questions and answers
with the whole class.
70

the legend of
POCKET
romulus and remus
long before there was a Rome, there was a
kingdom in Italy called Alba Longa. Amulius, the king
of Alba Longa, had come to power wrongly. He had
overthrown the rightful king, his brother Numitor,
killed Numitor’s sons, and exiled him from the
kingdom.
But Numitor had a daughter, Rhea Silvia, who gave
6: RELIGION AND MYTHOLOGY

birth to twin boys. Their father was Mars, the god of
war. The evil Amulius was fearful that when they grew
up, the twins would claim the throne. So Amulius sent
Rhea Silvia to prison. Then he ordered a servant to put
the babies in a basket and set them adrift in the Tiber
River, where they would die of exposure.
The babies did not die, however. The river god

Tiberinus rescued the twins and placed them on the
bank under a fig tree. There they were fed and cared
for by a she-wolf and a woodpecker, animals sacred
to their father, Mars.
Some time later, a shepherd discovered the boys

and took them home to his wife. The couple named
the twins Romulus and Remus and raised them as
their own. Romulus and Remus grew to be strong
the legend of romulus and remus
and courageous and became shepherds like their

adopted father. a myth that explains
I how Rome came to be

Romulus then built his city on Palatine Hill. He One day, Remus fought with another group of
named it Rome, after himself. Romulus became the shepherds over the use of land. Remus lost the fight
first warrior-king of ancient Rome. He started Rome’s and was taken to his captors’ leader. As fate would
first army and its first government. have it, this leader was none other than Numitor.
Remus’s appearance and bearing made Numitor
Legend says that after ruling thirty years, Romulus curious. He looked and acted more like a noble
disappeared into a violent storm. The ancient Romans than a shepherd. So Numitor asked Remus to
believed that his father Mars carried him up to the tell him about himself.
heavens. There, Romulus was made a god and given
the name was Quirinus. Remus told his story. It was then that Numitor

realized that Remus was his grandson. Numitor sent
for Romulus. Numitor explained to the boys about
how he had been sent into exile and that it was their
uncle Amulius who had tried to kill them.
Romulus and Remus vowed to seek revenge and

overthrow their uncle. They did just that. They killed
Amulius and restored Numitor as the rightful king of
Alba Longa.
The twins chose not to stay in Alba Longa. They

wanted to build their own city on the banks of the
Tiber River where they had been rescued. When they
reached this place, they could not agree on which of
seven hills to build their city. A quarrel occurred, and
Romulus killed his brother.
the legend of romulus and remus
POCKET 6: RELIGION AND MYTHOLOGY

III II
71
Pocket 7
engineering
fast facts
Engineering..............................................page 73
About
Engineering..............................................page 74
in this pocket.
Art reference
Roman Engineering Feats.......................page 75
with two Roman engineering accomplishments.
Activities
On the Appian Way..........................pages 76–80
The Appian Way was the first paved road in ancient
Rome. Students learn facts about the road as they
play a board game.
The Roman Arch.........................pages 81 and 82
The Roman arch was an important feature in
Roman engineering. Students put together
“stones” to make an arch. Then they write about
the importance of the arch in the massive
construction projects of ancient Rome.
72 POCKET
7: ENGINEERING EMC 3726 • Ancient Rome • © Evan-Moor Corp.
engineering

Fast Facts
engineering • The famous saying “All roads lead to

Rome” was mostly true. The Romans
built about 50,000 miles (80,000 km)
of roads that connected Rome with
the farthest reaches of the empire.
• Twenty-nine military roads branched
out from Rome. The Appian Way,
which ran about 350 miles (560 km)
from Rome, was the most famous.
• The Appian Way could accommodate a
lot of traffic. There was a 15-foot-wide,
two-way carriage way in the middle
bounded by two-foot-wide curbs. On
either side of the carriage way were
7-foot-wide, one-way lanes.
• Over a period of 500 years, the Romans
built 11 aqueducts to bring water into
Rome from up to 57 miles (92 km)
away.
• Aqueducts may have provided up to
300 gallons of water per day for each
person in Rome.
• Hadrian’s Wall was built at the
northernmost boundary of Roman
territory in Britain to keep out invaders.
The wall linked 14 military forts and
was about 75 miles (120 km) long.
• The Romans refined the making of
concrete by mixing pozzuolana, or
volcanic ash, with cement.
• The Romans may have had the first
shopping mall. The Markets of Trajan
had six stories of shops that sold food,
spices, cloth, and tools.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 7: ENGINEERING 73

about
engineering
Master Builders from mountain springs to the cities. Most
The ancient Romans were master builders. ran underground, but some were supported
They borrowed basic forms of architecture on high arches. When water reached the
from the Greeks, but their superior city, it flowed into enormous cisterns, or
engineering skills enabled them to build storage tanks. These were connected to lead
on a grander scale. Romans invented the pipes, which provided fresh water for public
dome, perfected the arch, and refined fountains, baths, and toilets, as well as for
concrete. Roman builders constructed a the private use of wealthy homeowners. An
network of roads, protective walls, a system elaborate system of underground sewers
of aqueducts and sewers, and massive was built so that wastewater would drain
buildings. into the Tiber River.
Roman Roads and Walls Arches and Vaults

The road system was one of Rome’s greatest Roman architects and engineers were
engineering feats. Thousands of miles of able to build impressive structures such as
paved roads were originally built to move magnificent temples and arenas because
troops of soldiers to outlying Roman of new innovations. Most structures used
provinces. Later, the network of roads made arches. The curve of the arch could support
it possible for traders and merchants to a great deal of weight. Arches were found in
transport goods. both exterior and interior walls. Another form
of the arch was the vault. The vault created
Romans constructed their roads in long, curved and domed ceilings, such as that in
straight lines. Most of the work was done by the Pantheon.
soldiers. Roads were built in layers of stones,
concrete, large slabs of rock, and paving Still Standing Today
stones. The roads were up to six feet thick. About 2,000 years later, many structures still
stand, a testament to the genius of these
Roman soldiers also built defensive walls master builders. Parts of the Appian Way,
made of turf and stone. The walls stretched the oldest and most famous road, are in use
for hundreds of miles and some were as high today. Sections of Hadrian’s Wall in Britain
as 20 feet (6 m). still stand. York, a city in Britain, still uses a
Aqueducts and Sewers section of a Roman-built sewer. Magnificent
Other amazing Roman engineering feats buildings such as the giant Colosseum
were aqueducts and sewers. Aqueducts amphitheater and the Pantheon are major
were manmade channels that carried water attractions in Rome.
74 POCKET
Roman Engineering feats
closely-laid paving stones drainage ditch
curbstones
concrete and gravel
flat slabs
of rock in
cement
rubble (large stones)
water flowing downhill
arcades (rows of arches)

voussoirs
keystone
(central voussoir)
The keystone is the center stone at the top

of the arch. It is the last stone to be placed.
The pressure of each side of the arch
against the keystone supports the arch.

On the Appian Way
Students answer trivia questions about the Appian Way
as they play a board game.
Steps to Follow
1. Remind students that a huge road system connected Rome
with its provinces. The first road built was called the Appian
Way. Have students refer back to About Engineering
(page 74) and the Fast Facts (page 73) to review information
on Roman roads.
2. Distribute the directions on page 77 to students. As a class,
read the directions for the board game. Have students
cut out the directions and glue them to one side of the
construction paper.
3. Direct students to color and cut out the game board
on page 78, and then glue it to the other side of the
construction paper.
4. Then have students cut out the cards on pages 79 and 80.
materials You may wish to have this done in advance so students
• pages 77–80, reproduced don’t have a “sneak preview” of the questions. Place each
for each student set of cards in an envelope or reclosable plastic bag.
• 9" x 12" (23 x 30.5 cm) 5. Direct students to play the game in pairs, using one game
colored construction paper board. You may wish to allow time for several games so
that more questions are used.
• crayons, colored pencils,
or markers 6. After playing the game, have students store their games
and cards in a large reclosable plastic bag inside the pocket.
• scissors
Note: It is not expected that students will know the answers to
• glue
the questions. Initially, most students will be guessing at
• envelope or reclosable the correct answer. However, with repeated playing and
plastic bag having the correct answers read, they will learn many
• game pieces: plastic disks facts about the Appian Way.
of various colors, or
other similar items
• die or spinner for each pair
of students
• large reclosable plastic bag
76 POCKET
on the appian way game
The object of the game is to be the first to arrive in “Brundisium,” or the last square.
Two people may play.
DIRECTIONS
1. Shuffle the question-and-answer cards and place them facedown on the table.
2. Place the game pieces on the starting square.
3. One player draws a card and reads both the question and the answer choices
to the other player.
• If the other player answers the question correctly, he or she may roll
the die or spin the spinner to see how many spaces to move his or
her game piece.
• If the answer is not correct, the player does not move the spinner.
The reader reads the correct answer and then places the card on
the bottom of the pile.
4. The players continue to take turns asking and answering the questions and moving
the game pieces around the board.
5. The player who makes it to “Brundisium” first is the winner.
on the appian way game

The object of the game is to be the first to arrive in “Brundisium,” or the last square.
Two people may play.
DIRECTIONS
1. Shuffle the question-and-answer cards and place them facedown on the table.
2. Place the game pieces on the starting square.
3. One player draws a card and reads both the question and the answer choices
to the other player.
• If the other player answers the question correctly, he or she may roll
the die or spin the spinner to see how many spaces to move his or
her game piece.
• If the answer is not correct, the player does not move the spinner.
The reader reads the correct answer and then places the card on
the bottom of the pile.
4. The players continue to take turns asking and answering the questions and moving
the game pieces around the board.
5. The player who makes it to “Brundisium” first is the winner.

on the appian way game board
ROME
Start
on the appian way
Finish
BRUNDISIUM
78 POCKET
On the Appian Way
1. What is the Italian name for the 2. The Appian Way was also called by
Appian Way? what name?
A. Via Appia A. The King of All Roads
B. Via Latina B. The Queen of the Long Roads
3. Why do people today remember the 4. A Roman official ordered the building
Appian Way? of the road. What was his name?
A. It was the first dirt road built A. Appius Claudius Caecus
in Rome. B. Julius Caesar
B. It was the first paved road built
in Rome.
5. Where did the construction of the road 6. In what year did the construction
begin? of the road begin?
A. near the forum in Rome A. a.d. 43
B. near the coastline of the Adriatic Sea B. 312 b.c.
7. Roman engineers used which surveying 8. The road was built mainly by which
tool to make sure that the road was built group of workers?
straight? A. slaves
A. groma B. soldiers
B. crossbar
9. Which building material helped to make 10. What was on the top layer of the road?
the road last for thousands of years? A. concrete and gravel
A. concrete B. closely-laid flat paving stones
B. rubble

On the Appian Way
11. Why was the middle of the road the 12. Why was the road first built to be as
highest? straight and as flat as possible?
A. The height kept the road straighter. A. The road would last longer.
B. The height helped for water runoff. B. Soldiers could march quickly
along it.
13. The Appian Way stretched for miles. 14. Originally, the road led 132 miles from
How many feet were in a Roman mile? Rome to which province?
A. 5,000 feet A. Capua
B. 5,280 feet B. Beneventum
15. Eventually, what was the total length 16. In which direction did the road run
of the road? from the capital of Rome?
A. about 350 miles long A. northeast
B. about 250 miles long B. southeast
17. As the road was made longer, milestones 18. Some early Christians buried their dead
were added. What were milestones? in underground passages along the road.
A. pillars of stone that were a mile long What were the underground passages
B. pillars of stone that showed the called?
distance in miles from one place A. catacombs
to another B. cemeteries
19. Why did the Romans bury important 20. True or false? Parts of the Appian Way
officials in tombs alongside the road? are still used today.
A. People could easily visit and A. true
honor them. B. false
B. Burials were not permitted within
the city limits for health reasons.
80 POCKET
THE ROMAN ARCH
The ancient Romans developed an arch that could
support enormous weight. By using arches, Romans could
build massive structures such as the Colosseum and the
Pantheon. Arches were used in the construction of major
public works projects such as aqueducts and bridges.
Students put together “stones” to make an arch. As a
class, they write why the arch was an important feature
of Roman engineering.
STEPS TO FOLLOW
1. Remind students that the Romans were master builders.
One of the key features of Roman construction was
the use of the arch. Read the information on arches on MATERIALS
About Engineering (page 74) and page 75. Show students • page 82, reproduced for
illustrations or photographs of the use of arches in Roman each student
and modern construction.
• 9" x 12" (23 x 30.5 cm)
2. As a class, compose a paragraph about the importance colored construction paper
of this Roman architectural feature. Write the paragraph
on a chart or transparency from which students can copy. • 3" x 6" (7.5 x 15 cm) lined
Include examples of Roman buildings and projects that writing paper
incorporated the arch into their construction, such as the • pencil
Pantheon and other temples, the Colosseum, triumphal
• black marking pen
arches, aqueducts, public baths, military forts, and homes.
3. Have students copy the paragraph onto writing paper and
glue it to the bottom of the construction paper.
4. Direct students to color the arch pieces. Encourage them to
decorate the keystone, or center top stone, with a colorful
Roman design.
5. Have students cut out the arch pieces and assemble them
in the correct order on the construction paper to make
an arch. Then they glue the arch pieces in place.
6. Direct students to write the title “The Roman Arch” at
the top of the construction paper.

THE ROMAN ARCH
keystone
82 POCKET
Pocket 8
entertainment
fast facts
Entertainment......................................... page 84
See page 2 for information on how to prepare the
Fast Facts bookmark and pocket label. As you
About
Entertainment......................................... page 85
in this pocket.
Art reference
The Colosseum........................................ page 86
with interesting facts about the Colosseum. Tell
students that the Colosseum is still standing as
a ruin in Rome.
Activities
Mighty Gladiators......................... pages 87 & 88
Students learn about four different types of
gladiators who fought in the Colosseum as they
create a pop-up book describing them.
Chariot Racing..................................pages 89–91
Students learn about chariot racing at the Circus
Maximus. Then they color a charioteer and a
scene of the racetrack.
© Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 8: Entertainment 83

entertainment

Fast Facts
Entertainment • The largest outdoor theater was called

the Flavian Amphitheater. The name
was changed later to the Colosseum
because of a colossal statue of the
emperor Nero that was nearby.
• When it first opened, the Colosseum
floor was flooded so “sea battles”
could be fought by gladiators in
small ships.
• When a gladiator was badly wounded,
he could appeal for mercy. If the crowd
thought the gladiator had fought
bravely, the emperor gave a “thumbs-
up” sign, and his life was spared. If he
had not fought well, a “thumbs-down”
sign was given, and the winner would
kill the loser.
• The only place in which men and
women were permitted to sit together
was at the Circus Maximus, the largest
racetrack in ancient Rome.
• During a race, drivers were often
thrown from the chariot. If an empty
chariot crossed the finish line first, it
could still be declared the winner.
• At the theater, women were not
allowed to sit in the front, so they
would not be tempted to run off with
an actor.
• Romans did not use soap at the public
baths. To get clean, they rubbed olive
oil on their bodies. Then they scraped
off the oil, sweat, and dirt with a
curved instrument called a strigil.
84 POCKET
8: Entertainment EMC 3726 • Ancient Rome • © Evan-Moor Corp.
about
entertainment
Many Celebrations Roman Theater
Entertainment was an important part of Another favorite activity was the theater.
life for all ancient Romans. The people The Romans borrowed two types of plays
celebrated over 100 days of religious from the Greeks—comedies and tragedies.
holidays a year. During these holidays, The Romans preferred comedies. Like the
leaders provided public entertainment in Greeks, males played all parts in a play.
huge amphitheaters to keep people happy
and content. The Romans also liked pantomime, in which
one actor danced and mimed a legend to
The Colosseum the accompaniment of music. Women could
The most famous amphitheater, or outdoor appear in pantomimes. Roman theaters were
arena, was the Colosseum in Rome. The usually open air. An awning could be drawn
arena could seat about 50,000 spectators. to protect the audience from the weather.
People came to watch trained fighters called There was also a smaller type of theater
gladiators fight each other to the death. where concerts, poetry readings, and
Most gladiators were condemned criminals musical competitions were held.
or slaves. Other brutal spectacles at the
Colosseum were contests between armed Roman Baths
men and wild animals, wild animals fighting The most popular leisure activity for men
each other, or wild beasts attacking unarmed and women was going to the public baths.
people. The public baths were like modern-day
health spas. Every city and town across the
The Circus Maximus empire had at least one large bathhouse.
Another huge stadium in Rome was the There were about 1,000 in Rome alone.
Circus Maximus. This giant oval racetrack There were separate areas for men and
could hold more than 250,000 spectators. women. They swam in hot and cold pools,
The people came to watch dangerous chariot sat in steam rooms and dry saunas, and got
races. Chariots were pulled by two to four massages from slaves. The bathhouse had
horses. Races consisted of up to twelve a large exercise yard where men played ball
chariots running seven laps, a total of about games, lifted weights, and wrestled. Public
5 miles (8 km). Charioteers belonged to one baths were not just for getting clean or for
of four teams, and each team had its own exercise. They were places to relax, meet
color—red, white, blue, or green. Loyal fans friends, eat and drink, and conduct business.
bet on their favorite teams.

the colosseum
Slaves, women,
Ordinary citizens and children
Wealthy citizens
Emperor
and high-ranking
officials
• The Colosseum covered over 7 ½ acres (3 ha).

• Its 80 entrances allowed 50,000 spectators to find seats
in less than 15 minutes.
• For shade, an awning called a velarium was stretched
over the crowd.
• The arena floor was covered in a layer of sand to soak
up the blood.
• Gladiators entered through gates below the seats.
• Wild animals in cages were lifted by hoists from rooms
under the arena.
86 POCKET
Mighty gladiators
Gladiators were trained warriors who fought each other to
entertain the ancient Romans. Most gladiators were slaves,
prisoners of war, or criminals. Gladiators were trained in
special schools. There were various types of gladiators,
each with his own type of weapons and fighting style.
Students create a pop-up book of four types of gladiators
that could be seen battling in the Colosseum.
Steps to Follow materials

1. Guide students in skimming the Fast Facts (page 84) and • page 88, reproduced for
About Entertainment (page 85) for information about each student
the gladiators.
• two 9" x 12" (23 x 30.5 cm)
2. Instruct students to make the pop-up book as follows: sheets of colored
a. Fold one piece of construction paper in half. Cut a construction paper
4-inch-wide (10 cm) tab as shown. Pull the tab to
• colored pencils or fine-tip
the inside, reversing the fold.
marking pens
• scissors
• glue
• stapler
b. Color and cut out the illustration of the four gladiators

on page 88.
c. Put glue on the tab and affix the gladiator illustration.
d. Cut out the description of the four types of gladiators
and glue it below the illustration.
e. Read each description, match it to a gladiator, and
write the gladiator’s number in the circle next to the
description.
f. Draw a colosseum scene on the top half of the paper.
g. Fold the other sheet of construction paper in half. Place
the pop-up inside the folded paper. Place glue on the
back of the top of the pop-up, close the paper, and
press firmly.
h. Flip the book over and follow the same steps in gluing
the other half.
i. Close the book. Write “Mighty Gladiators” on the front
cover and decorate the cover as desired.

mighty gladiators
Murmillo Retarius
the Murmillo was called the “fish man” the Retarius (net man) wore only an arm
because his helmet resembled a fish. He wore guard with a shoulder shield on his left arm. He
a short greave on his left leg and a manica, or fought like a fisherman with his lead-weighted
arm guard, covered his right arm. This gladiator net. He would snare his opponent with the net.
fought with a short, straight sword and an Then he would use a trident, or three-pronged
oblong shield. spear, to kill his opponent.
Samnite Thracian
the Samnite was heavily armed. He wore the Thracian wore a metal helmet with
a metal helmet with a plume and protective a large crest representing a mythical beast.
armor on his right arm and left leg. He fought He wore an arm and shoulder guard on his
with a double-edged sword or lance. He carried left side. He also wore leg guards that reached
a rectangular shield called a scutum that he above his knees. The Thracian fought with
pulled close to his body during battle. a curved sword called a sica. He carried a
small round shield called a parma.
1 2 3 4
88 POCKET
chariot racing
Chariot racing was the most popular entertainment in
the larger cities of ancient Rome. The largest track was
the Circus Maximus in Rome. At the Circus Maximus,
250,000 spectators cheered and bet on their favorite
teams—the Reds, Whites, Blues, and the Greens.
Students read about the chariot races, and then color
a charioteer and a drawing of the Circus Maximus.
Steps to Follow
1. Distribute pages 90 and 91 to students. Read and discuss
the information about chariot racing. Reread the Fast
Facts (page 84) and About Entertainment (page 85) for
additional facts. materials
2. With students, study the Circus Maximus scene on • pages 90 and 91, reproduced
page 91. Identify the features mentioned in the information for each student
paragraph: spina, statue, obelisk, lap counter, and metae. • 9" x 12" (23 x 30.5 cm)
Label each item in the illustration. colored construction paper
3. Instruct students to color the Circus Maximus scene and • crayons, colored pencils,
the charioteer, his chariot, and horses. Remind students or fine-tip marking pens
that the charioteer and his chariot would display his team
colors—red, white, blue, or green. • scissors
4. Direct students to cut out the full-page scene and glue it on • glue
one side of the construction paper. Then have them write
“Chariot Racing at the Circus Maximus” in the box.
5. Then direct students to cut out the information and the
charioteer illustration and glue both to the other side
of the paper.

90

POCKET
A t the Circus Maximus, hundreds of thousands
of fans came to the games to cheer and bet on
8: Entertainment
their favorite teams. Charioteers were usually slaves,
and raced for one of four teams—the Reds, Whites,
Blues, or Greens. At the start of a race, an official
dropped a white cloth. Up to twelve horse-drawn
chariots would fly out of their starting gates. The
charioteers raced their horses seven laps, or five
miles, at top speed in a counterclockwise direction
around an oval track. In the middle of the track was
a central barrier called a spina. On the spina were
statues, a tall obelisk from Egypt, and a lap counter.
After each lap, a large wooden egg was removed
from the lap counter to show the progress of the
Chariot racing
race to the audience. Turning corners at the metae,

or turning posts, proved to be the most dangerous.
If the charioteers were too close to the turning posts,
they might crash into each other or overturn. If they
were too far away, the charioteers could lose their
position. Injuries and deaths were common for both
men and horses. The race finished in front of the
emperor’s box. The winner received a victor’s palm
leaf and a purse of gold, and was hailed as a hero.

chariot racing

Note: Reproduce this page for students to use when they have completed all pockets.
Name Date
Ancient Rome
Review and Assessment
Use the information and completed projects in each pocket as references to answer the
following questions.
Pocket ı
You have traveled to Pompeii two months after the eruption of Mount Vesuvius. Write about
what you see. Tell how you feel.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pocket 2
If your house had a mosaic at the front door, what would it look like? Describe it and tell
what it would represent to a passerby.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pocket 3
Write about how the government of your country is different from that of ancient Rome.
Give at least two examples.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
92 Evaluation
Ancient Rome • EMC 3726 • © Evan-Moor Corp.
Pocket 4
Do you think your education is better or worse than a Roman child your age? Explain your opinion.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pocket 5
Which would have been more difficult, being a Roman soldier or being a soldier today?
Explain your opinion.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pocket 6
You have been selected to interview one of the three supreme gods of Rome. Which one would
you interview—Jupiter, Juno, or Minerva? What three questions would you ask this god?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pocket 7
You are a citizen of Rome. One day, you set out on a journey to visit your cousin in Brundisium.
Write about the sights you see along the Appian Way.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Pocket 8
You are a citizen of Rome. A friend wants to take you somewhere for your birthday. Will it be the
Colosseum, the Circus Maximus, the theater, or a bathhouse? Where do you choose to go and why?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
© Evan-Moor Corp. • EMC 3726 • Ancient Rome Evaluation 93

Name Date
Ancient Rome REFLECTION SHEET

Directions: Please fill out this sheet after you have completed your book.
1. When I look through my Ancient Rome book, I feel _ __________________________________________________
because_ _________________________________________________________________________________________________
2. The project I enjoyed the most was the_ _______________________________________________________________
because_ _________________________________________________________________________________________________
3. The project I enjoyed the least was the_________________________________________________________________
because_ _________________________________________________________________________________________________
4. Three things I am most proud of in my Ancient Rome book are _ _____________________________________
_ __________________________________________________________________________________________________________
_ __________________________________________________________________________________________________________
_ __________________________________________________________________________________________________________
5. Three things I would do differently to improve my Ancient Rome book are __________________________
_ __________________________________________________________________________________________________________
_ __________________________________________________________________________________________________________
_ __________________________________________________________________________________________________________
6. Three things I learned about Ancient Rome that I did not know before doing this project are
_ __________________________________________________________________________________________________________
_ __________________________________________________________________________________________________________
_ __________________________________________________________________________________________________________
7. List three achievements or inventions of Ancient Rome and tell how each of them has affected
our lives today.
a. _________________________________________________________________________________________________________
b. _________________________________________________________________________________________________________
c. _________________________________________________________________________________________________________
94 Evaluation
Ancient Rome • EMC 3726 • © Evan-Moor Corp.
Name Date
Ancient Rome EVALUATION SHEET

Directions: Look through all the pockets and evaluate how well the activities were completed.
Use the following point system:
6 5 4 3 2 1 0
Outstanding Excellent Very Good Satisfactory Some Effort Little Effort No Effort
Self-Evaluation Peer Evaluation Teacher Evaluation
Name: Name: completed assignments
completed assignments completed assignments followed directions
followed directions followed directions had correct information
had correct information had correct information edited writing
edited writing edited writing showed creativity
showed creativity showed creativity added color
added color added color total points
total points total points grade
Comments Comments Comments
© Evan-Moor Corp. • EMC 3726 • Ancient Rome Evaluation 95

•Answer Key•
Page 47
Name __________________________________
ROMAN NUMERALS
Use the information and rules on page 46 to help you answer the math questions.
A. Write these as Roman numerals: C. Fill in the blanks with Roman

numerals.
1. 9 IX Answers will vary.
11. The current year is .
2. 24 XXIV
12. My year of birth is .
3. 169 CLXIX
13. I am years old.
4. 999 CMXCIX
14. My favorite number is .
5. 2,781 MMDCCLXXXI
B. Write these as Arabic numbers: D. Write Roman numerals on the clock face.
6. IX 9
20 XII
7. XX XI I
8. CCC 300 X II
9. DCCCV 805 IX III
10. MDXLVI 1,546
VIII IV
VII V
VI
© Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 4: EDUCATION 47
Page 88
MIGHTY GLADIATORS
Murmillo Retarius
the Murmillo was called the “fish man” the Retarius (net man) wore only an arm
because his helmet resembled a fish. He wore guard with a shoulder shield on his left arm. He
a short greave on his left leg and a manica, or fought like a fisherman with his lead-weighted
arm guard, covered his right arm. This gladiator net. He would snare his opponent with the net.
fought with a short, straight sword and an Then he would use a trident, or three-pronged
oblong shield. spear, to kill his opponent.
2 4
Samnite Thracian
the Samnite was heavily armed. He wore a the Thracian wore a metal helmet with a
metal helmet with a plume and protective armor
91 POCKET 8: ENTERTAINMENT large crest representing a mythical beast. He © Evan-Moor Corp. • EMC 3726 • Ancient Rome
on his right arm and left leg. He fought with wore an arm and shoulder guard on his left side.
a double-edged sword or lance. He carried a He also wore leg guards that reached above his
obelisk
rectangular shield called a scutum that he pulled knees. The Thracian fought with a curved sword
close to his body during battle. called a sica. He carried a small round shield
Chariot Racing at the Circus Maximus
3 called a parma. 1
lap counte
r
spina
statue
1 2 3 4
metae
88 POCKET 8: ENTERTAINMENT EMC 3726 • Ancient Rome • © Evan-Moor Corp.
Page 91
CHARIOT RACING
CHARIOT RACING
obelisk
lap counte
r statue
spina metae
POCKET 8: ENTERTAINMENT
Chariot Racing at the Circus Maximus

91
96 Answer
Key Ancient Rome • EMC 3726 • © Evan-Moor Corp.
Creative Social Studies Solutions
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Increase historical awareness, connect

past and present, and learn about world U.S. Facts & Fun
events—what a great addition to classroom Interesting—and sometimes unusual—events, people, animals, and sites
opening activities! One event is featured are the subjects of the 44 stories in each U.S. Facts & Funn volume. Each
daily. Each event is followed by three story is followed by a comprehension activity and two “fun” pages, featuring
activity choices—a vocabulary question, an puzzles, mazes, secret codes, games, hidden pictures, maps, and a lot more.
open-ended discussion question that relates The humorous illustrations grab students’ attention and draw them into the
the event to students’ lives, and a research stories. 192 reproducible pages.
prompt. 192 full-color pages.
Grades 1–3 EMC 6305 Grades 4–6 EMC 6306
Grades 1–6 EMC 1015
About Evan-Moor Educational Publishers
About Evan-Moor Educational Publishers Who We Became

At Evan-Moor, our products are written, edited, Evan-Moor now offers over 450 titles, many of
and tested by professional educators. We strive which have won awards for quality, creativity, and
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Evan-Moor’s materials are directed to teachers around the world.
and parents of prekindergarten through 6th-grade
students, and most materials are correlated to Our Mission
state standards. We address all major curriculum Now, as then, we are dedicated to helping children
areas, including: learn. We think it is the world’s most important job,
Reading Science and we strive to assist teachers and parents in this
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ELL Writing
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Arts & Crafts Teacher Resources
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In 1979, Joy Evans and Jo Ellen Moore were
team-teaching first grade in a Title I school. They
decided to put ideas that worked for their students Evan-Moor products are available
into a book. They joined with Bill Evans (Joy’s at fine teacher supply stores and
brother) to start Evan-Moor Educational Publishers bookstores everywhere and
with one title. at www.evan-moor.com.
HISTORY POCKETS
Student portfolios with
pockets full of projects!
Make history come alive for your students with
engaging portfolio projects! You will love
History Pockets because they are:
• Engaging
Fun formats such as minibooks and 3-D paper projects
introduce historical concepts in dynamic new ways.
• Easy to Use
Overview pages and step-by-step teacher directions
make conducting the lesson a breeze.
• Comprehensive
Each book comes with interesting and accurate historical
information along with helpful illustrations, maps, charts,
and timelines!
Sample pocket from The American Revolution, Grades 4–6+, EMC 3725
Correlated
to State A Sure Fit for Your Social Studies Curriculum
Standards*
Primary Grades 1–3
Ancient Civilizations EMC 3701
Life in Plymouth Colony EMC 3700
Native Americans EMC 3703
Intermediate Grades 4–6+

The American Civil War* EMC 3724
The American Revolution* EMC 3725
Ancient Rome* EMC 3726
Ancient Egypt EMC 3706
Ancient Greece EMC 3705
Colonial America EMC 3709
Explorers of North America EMC 3708
Moving West EMC 3704
0 23472 03724 4
ISBN 9781596738126 EMC 3726i

History Pockets Ancient Rome-3726i

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

History Pockets Ancient Rome-3726i

Diunggah oleh

Hak Cipta:

Format Tersedia

Grades 4–6+ HISTORY POCKETS

Using This E-book

• engage students by projecting this e-book onto an interactive whiteboard

… and much more!

History Pockets—Ancient Rome provides an exciting travel adventure

Assemble the Pocket Book

© Evan-Moor Corp. • EMC 3726 • Ancient Rome 1

ANCIENT ROME This teacher reference page describes

• The city of Rome was founded on

strip of construction paper.

Pocket • The Roman Empire, at its height, had a

In A.D. 476, the Western Empire collapsed

government, making himself dictator.Caesar

the Middle East,

Art Reference Page

As students learn about the people and events of ancient

explanations to their timelines. The first and last entries

to help students complete the entries.

1. As a class, discuss the importance of historical timelines.

Point out that timelines help us picture the order of

Have students do the activities and

Rome’s first military road, the Appian

Rome and Carthage battle

2 EMC 3726 • Ancient Rome • © Evan-Moor Corp.

© Evan-Moor Corp. • EMC 3726 • Ancient Rome 3

• When Rome was founded, the

seven hills next to the Tiber River in

© Evan-Moor Corp. • EMC 3726

© Evan-Moor Corp. • EMC 3726 • Ancient Rome

Ocean Black Sea

the Middle East,

and the north

Pocket 1: Introduction to Ancient Rome

Rome’s first military road, the Appian

Rome and Carthage battle

49 B.C. 27 B.C. A.D. 79 A.D. 80

Ocean Black Sea

the official religion

A.D. 117 A.D. 306–A.D. 337 A.D. 395 A.D. 476

Germanic armies invade

© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 2: Daily Life 13

• Sewers carried running water to private

• Usually at the age of 14, a boy would

© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 2: Daily Life 15

© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 2: Daily Life 17

At birth, the father gave the child

© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 2: Daily Life 19

d. Holding the two sides, push the two sides toward

e. Fold the sections closed to make a book.

© Evan-Moor Corp. • EMC 3726 • Ancient Rome POCKET 2: DAILY LIFE 21

Garum Sauce Olive Paste

Stuffed Dates • The Roman dinner was called cena.

© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 2: Daily Life 23

Government • During the period of the Republic,

© Evan-Moor Corp. • EMC 3726

© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 3: Government 25

Every Roman town had a forum, which was a market square

© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 3: Government 27

I think this law fair. I think this law fair.

TABLE III TABLE IV

(A father has supreme power over his

I think this law fair. I think this law fair.

© Evan-Moor Corp. • EMC 3726 • Ancient Rome Pocket 3: Government 29

(A female must remain with her