CLIL - Culture in Ancient Rome (Teacher's guide) by shana-somers

CLIL

Ancient Rome

Te acher â&#x20AC;&#x2122; s

Guide

Ancient Rome Promotors: Carine Bauters Katelijne Delvoye

Bachelorproef voorgedragen door: Siska De Beule Stefanie De Maesschalck Jarno Pisman Shana Somers

Tot het behalen van het diploma van: Bachelor in het onderwijs: secundair onderwijs

2018-2019

Campus Kattenberg Arteveldehogeschool Kattenberg 9 9000 GENT

Teacherâ&#x20AC;&#x2122;s guide Table of contents 1

Introduction ..................................................................................................................................... 3

Structure of a lesson........................................................................................................................ 3

English didactics .............................................................................................................................. 8 3.1

Pre-teaching ............................................................................................................................ 8

3.1.1

What to pre-teach? ......................................................................................................... 8

3.1.2

How to pre-teach............................................................................................................. 9

3.2

How to address glossaries? ..................................................................................................... 9

3.3

How to address grammar alerts? .......................................................................................... 10

3.4

Scaffolding ............................................................................................................................. 10

Lesson about daily life in Rome ..................................................................................................... 13 4.1

Entering behaviour ................................................................................................................ 13

4.2

Selection of the lesson content ............................................................................................. 14

4.3

Key of the exercises ............................................................................................................... 15

4.4

Guide to the exercises ........................................................................................................... 37

4.5

Hand-out of the PowerPoint ................................................................................................. 42

Lesson about entertainment in Rome ........................................................................................... 44 5.1

Entering behaviour ................................................................................................................ 44

5.2

Selection of the lesson content ............................................................................................. 45

5.3

Key of the exercises ............................................................................................................... 46

5.4

Guide to the exercises ........................................................................................................... 63

5.5

Hand-out of the PowerPoint ................................................................................................. 69

Lesson about Roman religion ........................................................................................................ 71 6.1

Entering behaviour ................................................................................................................ 71

6.2

Selection of the lesson content ............................................................................................. 72

6.3

Key of the exercises ............................................................................................................... 73

6.4

Guide to the exercises ........................................................................................................... 97

6.5

Hand-out of the PowerPoint ............................................................................................... 103

Lesson about art and architecture in Rome ................................................................................ 105 7.1

Entering behaviour .............................................................................................................. 105

7.2

Selection of the lesson content ........................................................................................... 106

7.3

Key of the exercises ............................................................................................................. 107

7.4

Guide to the exercises ......................................................................................................... 129 1

7.5 8

Hand-out of the PowerPoint ............................................................................................... 134

Appendix...................................................................................................................................... 136 8.1

Poster: 3.2 How to address glossaries? ............................................................................... 136

8.2

Daily life: exercise 4.2 in chapter 4.4................................................................................... 137

8.3

Daily life: communicative task............................................................................................. 138

8.4

Daily life: rubric of communicative task .............................................................................. 139

8.5

Observation diagram ........................................................................................................... 140

8.6

Entertainment in Rome: crossword puzzle ......................................................................... 141

8.7

Entertainment in Rome: extra exercise: question-words ................................................... 142

8.8

Roman religion: identity card of a source ........................................................................... 143

8.9

Roman religion: rubric of communicative task ................................................................... 145

8.10

Roman art and architecture: lead-in ................................................................................... 146

8.11

Roman architecture and art: extra exercise about Parthenon: observation diagram ........ 148

8.12

Roman art and architecture: extra exercise about Greek visual arts.................................. 149

Bibliography................................................................................................................................. 150

1 Introduction This teacher’s guide contains materials to be used in CLIL-lessons that have Roman culture as its subject. There is also a set of extra exercises that can be used in different lessons with different subjects. We make a distinction between an adaptation of an existing exercise and an addition of an extra exercise. This teacher’s manual consists out of an introduction to the method of the coursebook, English didactics, a guide to our lessons, an appendix and a bibliography. The method of our coursebook entails the general structure of each lesson. The chapter about English didactics is a manual for nonlanguage teachers. We wrote guidelines to pre-teach vocabulary, address glossaries and grammar alerts. We also added information about scaffolding, which is an important didactic in a CLIL lesson. Moreover, the guide to our lessons contains several chapters. Specifically, entering behaviour, selection of the lesson content, the key of our exercises, guide to our exercises and hand-outs of the PowerPoints. To use the fragments in our PowerPoint presentations, click on the play button on the slide. The adaptation and addition of exercises that we mentioned earlier can be found in our guide to the exercises. Furthermore, we often found inspiration for our exercises in several Flemish history coursebooks. These coursebooks helped us decide on a structure for our lessons and provided us with examples of correct maps and timelines. They also gave us an idea of where Flemish coursebooks put the emphasis on during lessons about Roman culture. The ones we got the most information from and inspiration out of are ‘Storia Live 2’, ‘Storia 2’ and ‘Memoria 2’. We also closely examined ‘Memoria Concreet 2’, ‘Historia 2’ and ‘Janus 2’ to get inspiration for the creation of our own lessons. The references to these coursebooks can be found in the bibliography of this teacher’s guide.

2 Structure of a lesson The beginning of each lesson consists of a single page with a catching phrase and an appealing image with underneath the title of the lesson. This image is related to the subjects that will be discussed in the lesson.

The following page presents the content of each lesson with a subdivision of the different subjects. This page is also made more appealing by the addition of an image that is related to one of the sub-subjects.

After those two pages, the lessons start with a general introduction to the subject. This introduction leads up to a research question which the pupils will find an answer to in the following pages by means of exercises. This introduction also entails a timeline and a map. This is helpful to situate the lesson subject in time and place.

We created a Roman character to guide the pupils through the Roman culture. Brutus is a means to make the pupils connect more with the lesson content. He talks about his daily life, the entertainment in Rome, the art and architecture in Romeâ&#x20AC;Ś

Alongside the general introduction, we also wrote a small introduction for each subdivision. This introduction poses a sub-question that can be used to answer the main research question of the lesson.

The introduction of a sub-subject is followed by exercises. Most of the exercises contain a pictogram to show what kind of exercise it is. The instruction of each exercise is translated into Dutch. This course is meant for pupils of the second form who have usually only received a small number of English lessons yet. The goal of these subtitles is to make sure that the pupils who have a lower level of English are still able to complete the exercise and the course.

Some sources that are used in exercises are accompanied by a glossary to help pupils understand the source. The words explained in these glossaries are not to be learned by the pupils. It is important to go over the glossary together before the pupils do the exercise.

The lessons also contain these fragments called fun facts. These facts are about Roman culture, but donâ&#x20AC;&#x2122;t count as lesson content. There is no translation in Dutch. These fun facts can be read in class or read by the pupils with a higher level of English when they finish an exercise early.

Additionally, each lesson is provided with grammar alerts. These alerts are not to be learned by heart. Instead, the pupils can try to incorporate these linguistic rules into their oral practice.

The content is summarised in a lesson text that can be found at the end of a lesson. These lesson texts are added in English and in Dutch with the goal to make sure that each pupil has the ability to pass the course. The pupils are evaluated on their knowledge and skills of history and not English.

After the lesson texts, there is a page that sums up multiple lesson objectives. The pupils have the possibility of crossing a box once they feel like they have obtained that lesson objective. This will help them study for tests.

In addition to the lesson text, we also created lesson schematics to summarise each lesson. This provides a structure that the pupils can use to study the content. The goal is that each pupil has the ability to explain the lesson schematics in his/her own words at the end of that lesson. The pupils should also be able to answer the research questions by explaining the lesson schematics.

After this page, there is a final part of the lesson: the vocabulary list. This list consists of all the vocabulary that the pupils need to know to understand the lesson content. They can find the most important words related to the subject here. The teacher can refer to this list both at the beginning of a topic as well as throughout the lessons.

3 English didactics In this chapter, we will describe some ways the teacher can help the pupils linguistically. There are several possibilities to make it easier for the pupils to follow the history lessons in a language they haven’t fully mastered yet.

3.1 Pre-teaching 3.1.1 What to pre-teach? Each pupil is different, so it is important to determine their level of English. If the teacher has a hard time estimating the level of English, we found two systems for them to use. The first system is ranking words that appear in the lesson into three tiers. The first tier consists of basic words. These are easy words that are frequently used during the lessons and are expected to be common knowledge for the pupils. The second tier consists of more difficult words, often these words are part of technical terminology. Pupils have to be able to use and understand these words to fully understand the topic. The third tier consists of words that are difficult and specific but will be necessary for understanding the lesson content. Pupils have to understand these words during the lessons but don’t have to be able to use or understand them later on. Ranking vocabulary into these three tiers will depend on the class and other circumstances. A class that has history CLIL from the start of the year will have a better understanding of the vocabulary compared to a class that hasn’t had CLIL lessons before this lesson series. E.g. From the lesson about Roman architecture and art, up until exercise 3. First tier Second tier Third tier

art, Rome, Roman, buildings, Greek, monuments, temple... empire, grid, description, builders, architecture, amphitheatre, aquaductus, viaductus, columns, Forum Romanum, … to remain, theatre, triumphal arch, basilica, Etruscan, rounded arch, barrel vault, dome, Doric, Ionic, Corinthian...

The distinction between the second and third tier can be seen in our lessons in our vocabulary lists and glossaries. The vocabulary lists contain the words that pupils need to know and study. The glossaries contain words that pupils most likely won’t understand but don’t need to study. The goal of the glossaries is to help pupils understand the sources and follow the lesson, but they don’t have to remember or study these words. The second system can be used by the teacher when he’s unsure of what words pupils already understand. Before the lesson series, or an individual lesson, the teacher asks the pupils to categorise some words into “I know it”, “I understand it”, “I don’t understand it”. The words can be basic words that the teacher expects the pupils to know and words the pupils already used in earlier lessons. This means that the words are from the first or second tier. With this knowledge, the teacher knows which words should be pre-taught or revised and which are common knowledge. (Alber, 2010) If there are words unclear to pupils, this can really hinder the lesson. That’s why it is better to be safe than sorry when you are not sure if you should pre-teach a word.

3.1.2 How to pre-teach How you pre-teach words will depend on the tier these words are in, the experience pupils have with CLIL and what materials are available at school. A very efficient and accessible method is using imagery. Simply adding the word accompanied with one or multiple images on a PowerPoint is often enough to help pupils understand that word. We already added a number of slides to our PowerPoint that emphasise pre-teaching. Depending on the school’s resources, pre-teaching can also be partially the responsibility of the pupils themselves. If pupils have tablets, laptops or dictionaries available to them, they can look up words they don’t understand independently. When pupils have this ability, the lesson will be interrupted less frequently. First tier words are crucial to the lesson so if there are words from that tier that pupils don’t know yet, take your time to pre-teach them. Because of the importance of these words for the lesson it is better to pre-teach using imagery compared to letting pupils independently look up the meaning of the word. After pre-teaching the word(s), make sure to also check comprehension of the word(s). Second tier words are often new terms that are introduced in the lesson. If this is the case, the preteaching happens together with introducing the pupils to this new terminology and the topic. Second tier words can also be terminology pupils saw in earlier lessons. If that is the case, take the time to revise these thoroughly. It is important that pupils can build upon what they learned in previous lessons both in regard to the topic and linguistically. Third tier words only have to be understood by pupils during to lesson itself. These words are also put in glossaries throughout the lesson. Having resources like tablets or dictionaries can help pupils with third tier words as well. They don’t need to raise their hand or interrupt the lesson if they don’t understand a word, they can look it up by themselves. This promotes the autonomy of the pupils and improves the tempo of the lesson.

3.2 How to address glossaries? Words in the glossary are mostly words from the third tier. Pupils only have to know these words temporarily to understand the source. That means the time spent on these words can be rather insignificant. If there is a glossary, go over the words with the pupils before they read the text. But when reading a text, pupils sometimes won’t understand a word that isn’t in the glossary. To reduce the number of questions, the teacher should put some extra responsibility with the pupils. There are a few steps pupils can undertake by themselves before asking the teacher. If the pupil still doesn’t understand the word after going through the steps, then he can ask the teacher for help. Tell pupils to first try and figure out the meaning of the word out of the context. If that doesn’t help, they can try to figure out the meaning by trying to recognise parts of the word (unrecognisable, recognise) or find a similar word in Dutch (pillar, pilaar). Pupils can also combine these techniques as well, out of “terrorise” they can recognize “terror” and this can be linked to the Dutch word “terrorist”. (Overturf, 2015) If none of these techniques help, tell them to have a look at the glossary and the vocabulary list. Only if they still don’t know what a word means after that they should ask the teacher.

This approach makes sure the pupils are actively trying to understand the language instead of just relying on the teacher and it makes it easier for the teacher to manage the class. A good way to introduce this idea in a CLIL lesson is by having a poster in the classroom that shows the different steps pupils should take when they don’t understand a word. The poster we made can be found in the appendix (see 8.1).

3.3 How to address grammar alerts? In our lessons, we included grammar alerts to shortly address grammar structures such as plural, ordinal numbers and capitalisation. These grammar structures are not crucial to follow the lesson. Grammar shouldn’t be the focus of a CLIL lesson, but these short grammar alerts can help pupils to better understand some parts of the lessons and improve the language they use to express themselves during the lessons. Ordinal numbers are crucial when talking about centuries in history, so alerting pupils to them will help them in the future. As mentioned earlier, grammar shouldn’t be the focus of a CLIL lesson, so grammar alerts shouldn’t be focused on for too long. When the words related to the grammar alert are used in an exercise or text, the teacher should mention (for example women is the plural of woman) or shortly explain (difference cardinal and ordinal numbers) what the grammar alert is about.

3.4 Scaffolding Scaffolding is, as Wessel Peeters describes it, ‘adjusting your educating in order that pupils are supported at the right level. They receive adequate support to do something, but they increasingly get more independence to do it themselves.’ (Peeters, 2019) Scaffolding means there’s a type of assisted teaching/learning that emphasises interaction with peers and teachers in a way the pupils learn to become more and more independent and need less and less support. They start with easy exercises such as multiple-choice questions, building up to matching descriptions and placing pieces of text in the right order and then ending with pair work. (Smit, Schiftner, & Dalton-Puffer, 2010) For example, our first lesson, daily life, has multiple features of scaffolding. The pupils first learn about housing by having to read a text or watch a clip and then write down a couple of words in the corresponding exercise. This is followed by a matching exercise about clothing. The sources about education and its corresponding exercises should be done in pairs. The pupils learn to discuss the lesson content in small groups. They can practise their oral production without pressure. The exercises are also expanding from filling in one word or placing a cross in the correct column, to open questions where the pupils have to respond with full sentences. This all leads up to a communicative task where the pupils have to compare their daily life to the daily life of a Roman. First, they have to fill in a grid to structure the information from both daily lives. Then, they can use a speaking frame to practise their oral presentation. The speaking frame provides the pupils with starter sentences and related vocabulary to aid them with their presentation. Furthermore, we applied several strategies of scaffolding which you can find on the image next to this text. Let’s start with examples of visuals and realia. Realia means that a teacher uses real objects to visualise vocabulary. If this is not available, a teacher can always use visuals. This is a 10 (Houser, s.d.)

principle that is frequently used in our lessons. We provided a PowerPoint for each lesson and if the teacher has to pre-teach, he/she can make use of our slides with images. We also implemented exercises where the pupils have to match an image with its corresponding term or description. Second of all, pupils can always fall back on Dutch. They aren’t obligated to answer in English in class, in their coursebook, nor on tests or exams. Obviously, a teacher can translate whenever necessary. We also added Dutch subtitles to each instruction to ensure that every pupil knows what he/she has to do. Besides that, we added a lesson text in Dutch and a vocabulary list to aid the pupils. As mentioned before, the lessons all contain glossaries that give a translation for difficult words in our sources. These don’t have to be studied. The next strategy is reading out loud. A teacher can often read a text aloud to the pupils. This can serve three important purposes, according to Ms. Houser, namely support engagement, support fluency and give English Language Learners (ELLs) some access to the text they will be working with. (Houser, s.d.) We would recommend reading a text aloud with two sources of our lessons. The first source can be found in the lesson about daily life, chapter 3: education. The source we are referring to is split up in three parts: source II, source III and source VI. Explain the exercise and read the text aloud. Then the pupils can consult those sources to fill in the corresponding exercises. The second text can be found in the lesson about architecture and art, chapter 1: architecture. This text is about the builders in Rome. A teacher can read the text aloud and ask what it is about. Then the pupils can focus on a more detailed reading whilst doing the exercises. The fourth strategy we will discuss is called modelling/gestures. This means that a teacher will make use of his/her expression and body language to support his/her speech. This can be done when talking about the clothing of the Romans. Some items are for formal wear, so a teacher can talk about this item with an attitude, while a tunica is a basic item where no attitude is needed. In addition to the previous strategies, we implemented intentional small group and pair-work. The teacher can always choose to let the pupils work individually, in pairs or in small groups. Still, we prepared several exercises where the pupils have to work in smaller groups. During our lesson about religion in Rome, we planned a rotating group work concerning the first three themes, namely inspired by the Greeks, mystery religions and imperial cult. Another example of intentional small group or pair work is exercise 1.2. in the lesson about architecture and art. Divide the pupils into small groups. They have to point out the Etruscan and Greek elements on the buildings presented in exercise 1.1. Then they have to present these elements to their fellow pupils. Next up, we will discuss the strategy called sentence structures/starters. As stated before, we often added grammar alerts to our lessons to help the pupils with their written and oral production. The grammar alerts are small pointers about, for example, singular and plural, cardinal and ordinal numbers, capitalisation.... Two of our lessons build up towards a communicative task. These tasks are always accompanied by a speaking frame where the pupils can find sentence starters. The goal of our speaking frame is to aid pupils to structure their presentation. The pupils can also find a speaking frame in our lesson about religion in Rome when they are asked to describe the mystery religion they belong to. The seventh strategy is about connecting to background knowledge. This is usually part of the leadin. Here is an example from the lesson about entertainment in Rome. The focus of this lead-in is on the vocabulary. Start off with a lesson dialogue. Show some objects that pupils may recognise from their spare time like a football, a remote, a musical instrument, a book… You can ask the pupils when they use these objects. This will reveal the main subject of the lesson: leisure time, entertainment. Ask 11

the pupils if the Romans could do all those activities in the classical antiquity and let them brainstorm what the Romans would enjoy doing in their spare time. Another example of connecting to background knowledge can be found in our lesson about religion in Rome. The pupils have to watch a short clip about the familiar and the least known Greek gods. This is a humoristic clip that provides a short revision about the most important Greek gods. The pupils will recognise some Greek gods, even though it is a lesson about Roman gods. Then the teacher has to ask how the Romans came into contact with the Greek. The pupils should remember the Roman conquests and the trade between the Romans and the Greek from previous lessons. Last but not least, we are going to discuss one more strategy: graphic organisers. The main graphic organisers of our coursebook are our lesson schematics. Each lesson contains a diagram of the new content at the end of the lesson. A teacher can always ask the pupils to try to make one of their own of a part of a lesson or simply of one of the available sources. We provided an example of this in our lesson about entertainment in Rome. A teacher can use this exercise to teach question-words which are listed in the instruction. The pupils have to add the question-words, but they also learn how to build up a lesson schematic of their own. In conclusion, our coursebook and our PowerPoint presentations offer many examples of the strategies of scaffolding. As explained earlier, scaffolding is ‘adjusting your educating in order that pupils are supported in the right level’. (Peeters, 2019) Our coursebook contains several tools to help the teacher support his/her pupils’ improvement in English and history.

Guide to the lessons 4 Lesson about daily life in Rome 4.1 Entering behaviour This lesson series about Roman culture usually takes place in the third term of the school year. In order to be able to follow these lessons, the pupils must have learned about the Greek. Roman life was greatly influenced by Greek culture. Which lesson content is needed to be able to follow the lesson about daily life in Rome? -

The pupils must have learned about the Roman Empire and its emperors. The pupils must have learned about the Roman conquest of Italy and the entire Roman empire.

Which linguistic features are needed to be able to follow the lesson about daily life in Rome? -

The pupils must know the past simple. The pupils must know vocabulary related to clothing, housing and food and drinks. The pupils must know cardinal and ordinal numbers. There is a grammar alert present in the lesson. The pupils must be able to talk about their daily routines. The pupils must know the present simple.

These attainment targets (VVKSO, 2009) & (Dienst curriculum en vorming, t. s.,2018) are to be obtained throughout this lesson: Old ATs  A10: waardering tonen voor fundamentele menselijke waarden in de geschiedenis van de mensheid.  S1.3: kan begrippen van socialiteit gebruiken in de context van de bestudeerde beschavingen; (niveau toepassen/vaardigheden)  S2.1: kent de voornaamste kenmerken van de bestudeerde samenlevingen;  S2.10: toont (de) onderlinge verbanden en wisselwerkingen aan binnen en tussen de verschillende maatschappelijke domeinen;  S2.16: is bereid zich in te leven in het dagelijks leven tijdens de bestudeerde beschavingen.  R2.1: kan aan de hand van gerichte vragen kaarten lezen en de informatie eruit halen door middel van legende, oriëntatie, schaal, symbolen; New ATs  Leerplandoel 7: De leerlingen lichten kenmerken van de verschillende maatschappelijke contexten toe voor samenlevingen uit de bestudeerde historische periodes  Leerplandoel 8: De leerlingen leggen onderlinge verbanden binnen en tussen de verschillende maatschappelijke contexten.  Leerplandoel 25: De leerlingen nemen bij het zich inleven in historische fenomenen uit de bestudeerde periodes afstand van het eigen waarden en normenkader door rekening te houden met de historische context en leggen onderlinge verbanden binnen en tussen de verschillende maatschappelijke contexten.  Leerplandoel 26: De leerlingen onderscheiden gelijkenissen en verschillen tussen actuele en historische fenomenen uit de bestudeerde periodes. 13

4.2 Selection of the lesson content

4.3 Key of the exercises

CONTENT 04 housing

08 clothing

10 education

13 Food and drinks

17 Lesson text

introduction In this chapter you will learn more about daily life in Rome. You will find out more about housing, clothing, education and food. Brutus will be our guide. He is a teenager who lived in Rome around 117 AD. 117 AD was the prime of the Roman Empire. As you can see on the map, the Roman Empire was at its largest under Emperor Trajan. Meet Brutus! Hello, my name is Brutus! Iâ&#x20AC;&#x2122;m fourteen years old and I live in Ancient Rome. I know everything there is to know about Ancient Rome and even some interesting fun facts. That is why I will be the perfect guide for you.

Today Iâ&#x20AC;&#x2122;ll teach you more about my daily life. How did the Romans live around 117 AD?

housing

I live in the Suburra in Rome. The Suburra is situated in the valley between the Viminal and the Esquiline Hill. My family lives on the fourth floor of an insula. My father is a merchant and travels a lot.

(Renata, 2008)

Rome consisted out of seven hills. Emperor Augustus lived on the Palatine hill. This hill is the centre of Rome. On the Palatine, emperors live with their families, bodyguards and their court. Civil servants also lived there. But not everyone could afford to live like an emperor.

What were the differences between the housing of the rich and the poor?

Exercise 1.1: Watch the fragment and answer the following questions. Bekijk het fragment en beantwoord de volgende vragen a. Write the two types of houses on their correct spot on the hill. Schrijf de twee soorten huisvestingen op de juiste plaats op de heuvel. b. Highlight the correct social class for each type of house. Markeer de correcte sociale klasse voor elk type huis.

domus

insula 4

Reconstruction of an insula

Reconstruction of a domus

insula

domus

An insula is a kind of apartment building which housed most of the Roman population.

A domus is a large house with multiple rooms and gardens.

rich - poor

Exercise 1.2: Read the text about the house of a rich Roman. Fill in the correct number for each part of the house in the text. The video gives you a tour inside a reconstruction of a domus. Lees de tekst over het huis van een rijke Romein. Vul het juiste nummer in voor elk deel van het huis in de tekst.

The house of a rich Roman. Yesterday my father went to meet with a rich merchant, Flavius Plautius Sabinus. He told me to come along to help carry some things. I’ll tell you everything I saw in the domus. After walking for a while, we arrived at the door. On the right side of the door there is a shop (nr2). We call those tabernae, they’re rented out to other merchants. Flavius opened the door and welcomed us into his house. We stepped into the entrance hall (nr1) and then followed him into the atrium (nr3). There was an opening at the top which makes the rainwater fall into a small pond (nr4). It looked really beautiful. There are a lot of doors connected to the atrium, my dad told me they lead to living- and bedrooms (nr 5 and nr 6). I didn’t know a house could be this big. Flavius told my dad to wait there for a bit. Through a narrow hallway I could see a small garden. I wanted to get a closer look. I quickly went through the hallway and saw the entire garden, it was surrounded by pillars (nr 8). There were even more doors here! Some of the doors were open and I could see a kitchen (nr9), a dining room (nr10) and the main living room (nr7). I heard my father call my name because we had to leave so I quickly ran back. Luckily, I didn’t get in any trouble. Glossary to rent out merchants to give access to pillars

verhuren kooplieden toegang geven tot pilaren

Exercise 1.3: Analyse the picture of an insula and read the text. Then read the statements. Are they true or false? Correct the statement if necessary. Analyseer de foto van een insula. Lees de uitspraken. Zijn deze juist of fout? Verbeter de uitspraak indien nodig.

Source I

Glossary the majority cramped to house to construct

de meerderheid krap, benauwd huisvesten, onderbrengen bouwen, aanleggen

ALERT: PLURAL one insula

– two insulae

one taberna – two tabernae

True

False

a. Only the very poor Romans lived in insulae.

False, the majority of the Roman people lived in insulae. b. There is a hierarchy in the insulae with the larger apartments near the bottom and the smallest at the top. ………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………… c. An insula is a safe place to live.

False, there are many dangers like fire and collapse.

FUN FACT Building regulations? There were building regulations about how high an insula could be. This was because of the dangers of fire and collapse. The height of the insulae was restricted by Emperor Augustus to 20,7m and again by Emperor Nero to 17.75m (maximum 5 stories). 7

II. Clothing What did the Romans wear daily? The Romans are known for their togas. A toga could be six to fifteen metres. It is a known symbol of status. The wider the toga is, the richer you are. But people like me wear a tunica. This is something every Roman wore. Find out more about the Roman clothing in the following exercises.

Which kind of clothing was worn by the different groups of the population?

Exercise 2.1: Match the pictures first with the descriptions of the clothing items. Then match the description to the people who used to wear those clothes. Match de afbeeldingen eerst met de beschrijving van de kledingstukken. Match dan de beschrijving met de personen die deze kledij droegen.

Glossary fabric â&#x20AC;&#x201C; cloth draped folded rectangular sown â&#x20AC;&#x201C; to sew

stof gedrapeerd gevouwen rechthoekig naaien

Toga This item is a large white woollen piece of fabric. It was carefully folded and draped on the body.

The Roman elite who served as senators.

Tunica

Palla

This is a white toga with a purple stripe. It is also made of high-quality wool.

This item consisted out of two rectangular pieces of cloth. These pieces were sown together at the top. Some Romans used a fibula, a pin to keep the cloth together. Some Romans often used a belt.

This was a mantle that was worn above a tunica.

This was formal wear for women.

This was basic clothing for people of all classes and both sexes.

Toga praetexta

This was formal wear for men. They wore this to official meetings such as weddings, speeches and parties. Only Romans were allowed to wear this clothing item. 9

III. Education Most children like me don’t go to school. That’s because most parents can’t pay for school. Most parents teach their children some basic things themselves. But rich parents can afford school fees, so rich children go to school. Find out more about the Roman education and the schools rich kids go to by doing the following exercises.

How did the education system function in Rome? Exercise 3.1: Read the texts below and answer the questions. Lees de onderstaande teksten en beantwoord de vragen.

Source II

Glossary to locate expensive to afford

situeren duur veroorloven

Source III

a. Read the sentences below about source II. Tick off if they are true or false. If the statement is false, correct the sentence. Lees de onderstaande zinnen over tekst II. Zet een kruisje of de zinnen juist of fout zijn. Indien de zin fout is, verbeter ze dan. True

False

a. The education system in Flanders and the Roman Empire is the same. False, the education system in Flanders in financed by the government. The education

system in Rome wasn’t financed by the government. b. Most Roman children went to school. False, most parents couldn’t afford the school fees so most children couldn’t go to

school. c. More Roman schools were located in a city. ……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

b. Tick off the correct social class for each statement about source III. Vink de juiste sociale klasse aan voor elke uitspraak over bron III. poor

rich The children didn’t learn to read or write. These Romans had slaves who educated their boys.

Parents sometimes saved money for education.

Boys learned the craft of their father. These Romans had private teachers.

Girls helped with the housekeeping.

ALERT - numbers Exercise 3.2: Answer the following questions about source IV. Beantwoord de volgende vragen over bron IV.

Cardinal numbers and ordinal numbers one two three four five six seven eighteen twenty-one

Source IV

first second third fourth fifth sixth seventh eighteenth twenty-first

Glossary advanced school strict a cane topics permission dragged a whip

gevorderde school streng, strikt een stok onderwerpen toestemming gesleept een zweep

a. How many years did Roman children go to school? Hoeveel jaar gingen de Romeinse kinderen naar school? The Roman children that could go to school went from their 7th until their 18th (11 years of education). b. What did the Roman children learn in school? Wat leerden de Romeinse kinderen op school? The Roman children learned to read, write and do math. They also learned grammar, literature, history and geography. The last years were focused on public speaking.

c. How were lazy students punished in the Roman Empire? Hoe werden luie studenten gestraft in het Romeinse rijk? They were beaten with a stick and later on, they got whipped.

Iv. Food and drinks The larger the Roman Empire, the bigger the variety of products but not everyone was able to eat all these products. A lot of these were luxury products that only the rich could afford.

What did the Roman diet consist of? Exercise 4.1: Let’s play a game! Laten we een spel spelen! Watch the set of pictures on the piece of paper you’ve received. You only have thirty seconds to memorise as many food items as possible. After thirty seconds, each desk gets a basket and food items. Place the food that you could memorise in the basket. These food items were part of the Roman diet. Bekijk de foto’s op het blad dat je hebt gekregen. Je hebt dertig seconden om zoveel mogelijk etenswaren te onthouden. Na dertig seconden krijgt elke tafel een mandje en etenswaren. Plaats de etenswaren die je onthouden hebt in de mand. Deze etenswaren waren deel van het Romeinse dieet. Exercise 4.2: Time to note things down! Take a look at the list below. These are the items you received earlier. Tijd om dingen te noteren! Neem een kijkje naar de onderstaande lijst. Dit zijn de etenswaren die je daarjuist in je mandje kon plaatsen. a. Underline the foods that are part of the Roman diet with green. Onderlijn de etenswaren die deel zijn van het Romeinse dieet met groen. b. Underline the foods that aren’t part of the Roman diet with red. Onderlijn de etenswaren die geen deel zijn van het Romeinse dieet met rood.

cereal

honey

potatoes

bread

wine

olives

eggs

grapes

fish

soda drinks

pineapple

cheese

oysters

grain

tomatoes

Exercise 4.3: Look at the map. Look up the origins of four foods you can find in the table. Bekijk de kaart. Zoek de herkomst op van de vier producten die je in de tabel kunt vinden. Food items

Origins

wine

North of Rome, Bordeaux, Tarragona, Greece …

olives

South of Spain, North-Africa

fish

South of Spain, West of the Black Sea …

grain

Sicily, Egypt, North of the Black Sea (Olbia) …

FUN FACT Rich Romans always ate whilst lying down on couches. Dinner was much more than just a meal. It was a fancy party with guests, a lot of courses and entertainment. 14

Communicative task Everyone gets a Roman passport. On that passport, you can find information about the daily life of a Roman. Compare your daily life with the daily life of your Roman character. Your daily life

Daily life of your Roman character

Where do you live?

What do you wear?

How is your school life? (What time? How long? How are the lessons now compared to then? Who are the teachers? ...)

What do you eat? (Think about breakfast, lunch and dinner)

Present both daily lives to your classmates in about 3 minutes. Talk about the differences and similarities. Use the speaking frame below if necessary. Subject

Starter sentences

Related vocabulary

Housing

Firstly, I live in ………….. And/But, my Roman character lived in………….

a house, a villa, an apartment, on the ground floor, 1st floor, 2nd floor

Clothing

I usually wear………. My Roman character wore…………

jeans, pants, shirt, sweater, robe, skirt, tunica, toga, shoes

Education

I have to go to school from……… to…………… I have class with…………. students.

five a.m., seven p.m., o’clock

Food and drinks

Lastly, I normally eat …………….. for breakfast/lunch/dinner.

cereal, meat, fish, fruits, vegetables

Rubric 0

Timing

Presentation is less than 2 minutes or more than 4 minutes

Presentation is between 2:00-2:30 or 3:30-4:00

Presentation is between 2:30-3:30

The pupil filled the speaking frame in completely

The pupil didn’t fill in more than 2 parts of the speaking frame.

The pupil didn’t fill in 1 or 2 parts of the speaking frame.

The pupil filled the speaking frame in completely

The pupil presents the information in a clear manner (intonation, volume)

The presentation isn’t clear because of the intonation and the volume

The presentation isn’t clear because of the intonation or the volume

The presentation is clear because of the intonation and the volume

The pupil presents the housing of him/herself and the Roman character correctly

The pupil presents the housing of him/herself and the Roman character incorrectly

The pupil presents the housing of him/herself and the Roman character correctly

The pupil presents the clothing of him/herself and the Roman character correctly

The pupil presents the clothing of him/herself and the Roman character incorrectly

The pupil presents the clothing of him/herself and the Roman character correctly

The pupil presents the education of him/herself and the Roman character correctly

The pupil presents the education of him/herself and the Roman character incorrectly

The pupil presents the education of him/herself and the Roman character correctly

The pupil presents the food and drinks of him/herself and the Roman character correctly

The pupil presents the food and drinks of him/herself and the Roman character incorrectly

The pupil presents the food and drinks of him/herself and the Roman character correctly

Lesson text Housing Rome consisted out of seven hills. The rich Romans often lived at the top of a hill. They lived in large houses called domus. The common people generally lived at the bottom of these hills. Their houses were large apartment-like buildings called insulae. There was a big difference in the quality of the housing in those insulae. The rooms on the ground floors were tabernae, little shops and stores. The rooms at the bottom of the insulae were rather spacious. At the top of the building, people only had a single, small room to live in. Fires were very common in these insulae and people living at the top couldn’t escape the building in time.

Clothing The toga is a very famous Roman piece of clothing. It was worn by men on formal occasions. Togas were used as a status symbol, the wider the toga is, the richer you are. Senators wore a special type of toga called a toga praetexta. It was similar to a normal toga but had a broad purple stripe on its border. Tunicas were the most common piece of clothing in Roman times. It’s a very simple piece of clothing and was worn by people from all classes and sexes. Women weren’t allowed to wear togas, so they wore a palla on formal occasions. Education Most Roman children didn’t go to school because their parents couldn’t afford the school fees. In a poor family, the girls had to help with the housekeeping and the boys learned the craft of their fathers. They almost never learned to read or write. In a rich family, the boys either had to go to school or were taught at home by a private tutor. The girls got a basic education from a tutor or none at all.

Foods and drinks The diet of most Romans consisted of bread, olives, fish, vegetables, wine and sometimes meat. However, rich Romans were able to afford a large variety of foods. These were imported from across the entire empire.

Lestekst Huisvesting Rome bestond uit zeven heuvels. De rijke Romeinen leefden vaak aan de top van de heuvel. Ze leefden in grote huizen genaamd domus. Het gewone volk leefde in het algemeen aan de voet van de heuvel. Hun huizen waren grote gebouwen die we kunnen vergelijken met appartementen. Deze werden insulae genoemd. Er was een groot verschil van kwaliteit van deze insulae. De kamers op het gelijkvloers waren tabernae, kleine shops en winkeltjes. De kamers op de benedenverdiepingen waren redelijk ruim. Op de hoogste verdieping hadden de mensen enkel een kleine kamer om in te leven. Brand was geen uitzondering in deze insulae en de mensen die op de bovenste verdiepingen leefden, konden vaak het gebouw niet op tijd ontsnappen.

Kledij De toga is een bekend Romeins kledingstuk. Het werd gedragen door mannen bij een formele gelegenheid. Toga’s waren een statussymbool, hoe breder het was, hoe rijker je was. Senatoren droegen een speciale toga, genaamd toga praetexta. Het leek op de normale toga, maar deze toga had een brede paarse band aan de buitenkanten van de toga. Tunica’s waren een van de meest alledaagse kledingstukken. Het is een simpel kledingstuk dat werd gedragen door mensen van alle klassen en door man en vrouw. Vrouwen mochten geen toga’s dragen, dus zij droegen een palla voor formele gelegenheden.

Opleiding De meeste Romeinse kinderen gingen niet naar school omdat hun ouders de schoolkosten niet konden betalen. In een arme familie moesten de meisjes helpen met het huishouden en de jongens leerden het vak van hun vader. Ze leerden bijna nooit lezen of schrijven. In een rijke familie moesten de jongens naar school of ze werden thuis onderwezen door een privé-leerkracht. De meisjes kregen een basisopleiding van een leerkracht of ze kregen geen opleiding.

Eten en drinken Het dieet van de meeste Romeinen bestond uit brood, olijven, vis, groenten, wijn en soms vlees. De rijke Romeinen konden zich echter een grote variatie aan eten veroorloven. Deze werden geïmporteerd vanuit het hele Romeinse Rijk.

Lesson schematics A. Housing a domus, mostly for the rich Romans

7 hills in Rome

an insula, mostly for the poor and common Romans

B. Clothing basic

formal

a tunica

a palla

a toga

a toga praetexta

C. Education gender

poor family

rich family

boy

craft of his father

school or private teacher

girl

housekeeping

tutor or no education

D. Food and drinks Common Roman diet: bread, olives, fish, vegetables, wine and sometimes meat.

trade

variety of foods for the rich Roman

Vocabulary list housing

huisvesting

a social class

een sociale klasse

an entrance hall

een inkomhal

a shop â&#x20AC;&#x201C; a taberna

een winkel

a pond

een vijver

a living room

een woonkamer

a bedroom

een slaapkamer

a hallway

een gang

a garden

een tuin

a dining room

een eetkamer

to collapse

ineenstorten

a story

een verdieping

clothing

kledij

a toga

een toga

wool

wol

a purple stripe

een paarse streep

a pin

een speld

formal wear

formele kledij

an education

een opleiding

school fees

de schoolkosten

housekeeping

het huishouden

a craft

een vak, ambacht

a civil servant

een ambtenaar

a slave

een slaaf

a private teacher

een privĂŠ-leerkracht

public speaking

spreken in het openbaar

foods

eten

drinks

drinken

an olive

een olijf

honey

honing

an egg

een ei

cheese

kaas

a grape

een druif

an oyster

een oester

a bread

een brood

a fish

een vis

grain

graan

wine

wijn

Lesson objectives How did the romans live around 117 AD? I.

What were the differences between the housing of the rich and the poor? I can recognize a domus and an insula on a picture. I can describe a domus and an insula. I can link the social status of a Roman to the type of housing. I can explain the social hierarchy of an insula.

II.

Which kind of clothing was worn by the different groups of the population? I can recognize the different items of clothing on a picture. I can link an item of clothing to the social status of a Roman. I can describe the pieces of clothing.

III.

How did the education system function in Rome? I can explain the link between social status and education. I can explain the link between gender and education. I can give an example of a difference between the education system in Ancient Rome and the education system nowadays in Flanders.

IV.

What did the Roman diet consist of? I can give examples of food that was part of the Roman diet. I can explain in my own words why trade was necessary in the Roman Empire. I can compare my daily live to the daily life of a Roman.

4.4 Guide to the exercises Lead in A teacher can use the following clip as an appetizer. The pupils will be presented with a video about the daily lives of five children from five different cultures. You can ask them about the differences between these daily lives. This can also be a preparation for the communicative task where pupils have to compare their daily lives with the daily life of a Roman citizen. You can use this link to access the clip: https://www.upworthy.com/in-5-minutes-the-daily-routinesof-5-very-different-children-tell-a-single-human-story Make sure to emphasise that 117 AD is situated during the period of the Empire. Brutus provides a few details of his life. You can always refer back to Brutus when talking about housing, clothing, education and food and drinks. If you want to expand about the seven hills of Rome, you can revise the tale of the founding of Rome. The brothers had a dispute. They wanted to build Rome on a different hill. Romulus wanted to build on the Palatine, while Remus wanted to build the city on the Aventine. This can be a reason for the importance of the Palatine.

Exercise 1.1 Let the pupils read the exercise first, especially the explanation for the two types of houses before showing the clip. You can find the link here: https://www.youtube.com/watch?v=e_phjB19ZEg Emphasise the fact that the distinction between poor and rich is very general. Specify that these buildings were also for the common people.

Exercise 1.2 and 1.3 This is an activating working format where the pupils can practise their English in small groups. Both parts of the exercise present a type of housing. We advise you to split the class into two groups and let each group focus on one type of housing. Then mix the groups up so you have pairs or smaller groups that consist of pupils who have studied the insula and the domus. Let the pupils present their type of housing to each other and let them compare. Afterwards, you can orally discuss the differences and similarities between the two types. Pay attention to the glossaries first! The words explained in these glossaries are not to be learned by heart. It is important to go over the glossaries together before the pupils do the exercise.

Adaptation This type of format can be used during many different lessons. This format can be useful for comparisons. For example: ď&#x201A;ˇ

ď&#x201A;ˇ

In lessons about the Greek city-states Athena and Sparta. Pupils would be split into two groups, each group focuses on one of the city-states. Each group gets a short text and has to answer true or false questions about it. Afterwards pupils from the first group pair up with pupils from the second group and they compare the two city-states In lessons about entertainment in Rome. The pupils are divided into three groups. Each group focuses on one type of gladiator. Then the pupils mingle to form smaller groups of three pupils who each analysed a different type of gladiator.

Exercise 1.2 This exercise is about the domus. There is a short story about Brutus who visits a rich merchant with his father. He explores the domus and talks about the different parts of it. Pupils have to fill in the correct number of each room in the text. Let the pupils watch a clip about a tour through a reconstruction of a domus. You can use this link: https://www.youtube.com/watch?time_continue=51&v=uSE9jlQav-w

Introduction of clothing You can first ask the pupils about their own clothes and what they are wearing. This is an activating teaching format. The pupils can revise the vocabulary about clothing. This can be a preparation for the communicative task where pupils have to compare their daily lives with the daily life of a Roman citizen.

Exercise 2.1 You can make this exercise more activating by giving each pupil a card. This card can be an image of a Roman outfit, a description of the clothing or a description of the people who wear this type of clothing. They have to move around the classroom and ask their fellow pupils what their card is. Then they have to form groups of three where the image, the description of the clothing and the description of the people who wear this clothing match. You can orally revise the four categories when the pupils fill in the exercise. Pay attention to the glossary first! The words explained in this glossary are not to be learned by the pupils. It is important to go over the glossary together before the pupils do the exercise.

Exercise 3.1 & 3.2 This exercise consists of three sources about education in Rome. These three sources used to be one long text. We opted to divide that text into three parts to make these sources easier to read. You can let the pupils work in pairs. Differentiation: let the pupils choose which source they want to start with. Add that they have to do as many exercises as they can in ten minutes. Afterwards, ask the pupils to summarise the content of each source in their own words. Pay attention to the glossary first! The words explained in this glossary are not to be learned by the pupils. It is important to go over the glossary together before the pupils do the exercise. Refer to the grammar alert about cardinal and ordinal numbers. Exercise 4.1 Memory game You can project a set of pictures or you can provide each pair with a sheet with those pictures on it. Set a timer. Give the pupils thirty seconds to memorise as many food items as possible. After thirty seconds, each desk gets a basket and food items. You can also fill these baskets with pictures of food items. Make the pupils place the food that they could memorise in the basket. Those food items were part of the Roman diet. Exercise 5.2 presents a list of food items. Here, the pupils can write down what they have learned during the memory game. If you donâ&#x20AC;&#x2122;t have much time, you can simply project the set of pictures and let the pupils immediately fill in exercise 5.2 based on those pictures. You can find the pictures underneath on a full page in the appendix in chapter 8 of this teacherâ&#x20AC;&#x2122;s guide. (see 8.2)

Exercise 4.2 This exercise is about the trade of food and beverages across the Roman Empire. There are other items on the map such as animals and raw materials. The pupils have to analyse this map and find the origins of four items, namely wine, olives, fish and grain. This map is from Storia Live 2 by Goris, G., Jans, C., & Merckx, K. (2010). We decided to leave this map in its original state, meaning in Dutch, because the translation into English would be too difficult. The difficulty of the vocabulary used in the legend would interfere with the actual goal of this exercise which is analysing a map and being able to use the legend to find detailed information.

Exercise 4.3 You can ask the pupils what this map is about. You can link the variety of food items to the trade within the Roman Empire. Emphasise that these traded food items were often luxury items that only the rich could afford.

Communicative task

This is a concluding exercise. The pupils receive a Roman passport. There are four different ones: a rich woman, a rich man, a poor woman and a poor man. The pupils have to present the similarities and the differences between their daily life and the daily life of their Roman character. You can find the passports in the appendix of our teacherâ&#x20AC;&#x2122;s guide. (see 8.3) Step 1: Let the pupils fill in the grid. There are four categories: housing, clothing, education and food and drinks. Let them start by filling in the information about their own daily lives. Then they can look up the information about the daily life of their Roman character. Step 2: Let them prepare their presentations. The pupils can use the speaking frame. They can also find related vocabulary in this speaking frame. Step 3: Let the pupils present a comparison between their daily life and the daily life of their Roman character. Step 4: If necessary, you can let the pupils fill in the rubric. This rubric can be found in the appendix in chapter 8 of this teacherâ&#x20AC;&#x2122;s guide. (see 8.4)

Adaptation This communicative task can also be used in other lessons. For example, when talking about daily life in Ancient Greece. ď&#x201A;ˇ ď&#x201A;ˇ

The pupils can compare their own life with the life of a person living in Sparta or Athens. The pupils can present the differences between the daily lives of people living in Athens and people living in Sparta.

Lesson schematics The pupils should be able to orally explain this schematic. It is a perfect tool to check their comprehension of the lesson content.

4.5 Hand-out of the PowerPoint

5 Lesson about entertainment in Rome 5.1 Entering behaviour This lesson series about Roman culture usually takes place in the third term of the school year. In order to be able to follow these lessons, the pupils must have learned about the Greeks. Which lesson content is needed to be able to follow the lesson about entertainment in Rome? -

The pupils must have learned about the Roman Empire and its emperors. The pupils must have learned about the Roman conquest of Italy and the entire Roman empire.

Which linguistic features are needed to be able to follow the lesson about entertainment in Rome? -

The pupils must know the present simple. The pupils must know the past simple. The pupils must know vocabulary related to body parts and clothing and leisure time.

These attainment targets (VVKSO, 2009) & (Dienst curriculum en vorming, t. s.,2018) are to be obtained throughout this lesson: Old ATs  S1.1 (her)kent begrippen van socialiteit; (niveau kennis) (1)  S1.2 kan begrippen van socialiteit (in eigen woorden) uitleggen; (niveau inzicht) (1)  S1.3 kan begrippen van socialiteit gebruiken in de context van de bestudeerde beschavingen; (niveau toepassen/vaardigheden) (1)  S2.10: toont (de) onderlinge verbanden en wisselwerkingen aan binnen en tussen de verschillende maatschappelijke domeinen;  S2.16: is bereid zich in te leven in het dagelijks leven tijdens de bestudeerde beschavingen New ATs  Leerplandoel 6- De leerlingen situeren gebeurtenissen, personen, processen, kunst- en cultuuruitingen en historische bronnen uit de drie bestudeerde periodes in tijd, ruimte en maatschappelijke context  Leerplandoel 7 - De leerlingen lichten kenmerken van de verschillende maatschappelijke contexten toe voor samenlevingen uit de bestudeerde historische periodes. Cultureel: mythologie, wetenschappen, filosofie, natuurreligie, polytheïsme, monotheïsme, staatsgodsdienst, kunstuiting, schriftsoorten, cultuur, mondelinge traditie, multiculturele samenleving  Leerplandoel 20 - De leerlingen evalueren een historische beeldvorming

5.2 Selection of the lesson content

5.3 Key of the exercises

CONTENT 26 Thermae

30 Gladiators

33 Chariot races

35 Lesson text

introduction Hey, itâ&#x20AC;&#x2122;s Brutus again! Today, Iâ&#x20AC;&#x2122;m going to do something fun! I will show you the best places in Ancient Rome. The first thing I am going to do is relax. After this, I am going to look for some action. The entertainment in Ancient Rome is totally different from the things you do in the present.

What kind of entertainment did the romans have?

Thermae

First of all, I want to do something relaxing. I will go to the baths of Trajan! It is a big complex, so I can stay there for a while.

What kind of activities took place in thermae? Exercise 1.1: You will get a guide of what you should do in thermae, but the pictures got mixed up. Read the wax tablet with all the guidelines. Link the different steps to the pictures on the next page. Je krijgt een gids van wat je moet doen in een therm maar de afbeeldingen zijn door elkaar geraakt. Lees de wastafel met de richtlijnen. Verbind de verschillende stappen met de afbeeldingen op de volgende pagina. dressing room

entrance

I. You get warmed up with some exercises. You do this in the palaestra, the open courtyard. II. After all these exercises, you take a plunge in the open-air swimming pool. III. The first room you go to is the Caldarium. This is the hottest room in a Roman bath. It feels a little like a Jacuzzi. The temperature may even rise above 40 degrees Celsius. The hot room is heated by a hypocaustum.

strigilis:

IV. go to the hot room where you can relax. This is called the tepidarium. ITâ&#x20AC;&#x2122;s less hot than in the Caldarium and here you need to get all the dirt off your body by using a strigilis. The last thing you do is go to the freezing cold bath. This is to refresh yourself

Glossary courtyard a plunge dirt the temperature the entrance

een binnenplaats een duik vuil de temperatuur de ingang

III

a. What is a thermae? Wat is een therm? A thermae was a public bathing place of the Ancient Romans.

b. Why were they used? Waarom werden deze gebruikt? Thermae were used for bathing, relaxing, socializing and sometimes even business.

FUN FACT Going to the toilet? Going to the toilet was actually fun for the Romans. The Romans went to public toilets where they could talk to their friends, learn about the new gossip and even talk about business! Only the rich Romans could afford a private toilet. And what about toilet paper? Well, it was not so fun for the slaves. They had to wipe the buttocks of the Romans with a sponge on a stick. This stick was cleaned and used for the next person. The toilet had a hole where the brush fits right through.

Exercise 1.2: When you take a bath, you turn on the water and it gets hot in minutes. How did the Romans manage to do this? Take a look at the picture below! Als je een bad neemt, wordt het water in een paar minuten warm. Hoe deden de romeinen dit? Kijk naar de afbeelding hieronder.

versus hot water

This heating system was below ground and heated by a fire. The fire heated the water which was transported by a pipe to the pool. Het verwarmingssysteem was ondergronds en werd verwarmd door een vuur. Het vuur verwarmde op zijn beurt het water dat dan via een pijp werd getransporteerd naar het zwembad. a. What is this heating system called? Hoe noem je het verwarmingssysteem? This system is called hypocaustum. b. Circle the pipe that transport the heated water to the pool. Omcirkel de pijp die het warm water transporteerde naar het zwembad.

Heated air

II. GLADIATORS Now, it’s time for some action. Today my favourite gladiator is fighting so I can't miss the game! Let’s go to the Colosseum. After that, I will go to the chariot races and bet on the green team. I have a feeling that they are going to win.

What is the importance of gladiators for the Roman entertainment? Exercise 2.1: Look at the scene from Gladiator. Highlight the correct sentence. Kijk naar het fragment van Gladiator. Markeer de correcte zin. a. The crowd loved Maximus. The crowd hated Maximus. b. Maximus was fighting a man and a bear. Maximus was fighting a man and a lion. c. Maximus won the battle. Maximus lost the battle. d. The crowd wants Maximus to kill his opponent. The crowd wants Maximus to keep his opponent alive. Exercise 2.2: Label the gladiator. a. Listen to the teacher describing the gladiator’s clothes and armour. Write down the words next to the correct piece of clothing. Luister naar de beschrijving van de uitrusting van de gladiatoren. Schrijf de woorden naast de correcte kledij. helmet – arm protection – leg protection – cloth – leather shoe – sword – shield – belt b. Listen to the fragment again. Write the correct body part next to the clothes. Beluister het fragment opnieuw en schrijf de lichaamsdelen naast de kledij. arm – leg – right hand – left hand – waist – head – foot

helmet – head

arm protection – arm.

shield – right hand belt and cloth – waist

sword – left hand…..

leather shoe – foot leg protection – leg

What about the women? There were female gladiators in Ancient Rome. The gladiatrix fought against other women, but this is uncommon.

ALERT: PLURAL woman – women -

My mother is a woman. The two women laughed with the joke.

Foot – feet -

The gladiator is wearing a shoe on his foot. The gladiator has two feet.

Exercise 2.3: Look at the reconstruction. The gladiators fought in amphitheatres with a lot of spectators. One the most famous amphitheatres is the Colosseum. How many people fit in the Colosseum? Bekijk de reconstructie. De gladiatoren vochten in een amfitheater met veel toeschouwers. Een van de bekendste amfitheaters is het Colosseum. Hoeveel mensen kunnen plaatsnemen in het Colosseum? I guess: ………………………………….…..…………….…… Real number: 50 000 people

FUN FACT Sea battles The Gladiators held sea battles in the amphitheatre. They used real ships for this. In this picture, you can see that the whole Colosseum was filled up with water.

The colosseum was built in the first century.

Exercise 2.4: Read this famous quote. What do you think it means? Lees deze bekende quote. Wat zou dit betekenen? Glossary To revolt

in opstand komen

He used entertainment as a distraction to keep the people happy. When they have enough food and are entertained they wouldn’t interfere in politics. In Latin it’s “panem et circenses.”.

III. Chariot races What is the most popular sport to entertain the Romans?

Exercise 3.1: Look at the clip and poster. Answer the following questions. Bekijk het fragment en de poster. Beantwoord de volgende vragen. What is happening on July 2 in Siena? Wat gebeurt er op 2 juli in Siena? There is a horse race. Who is racing? Wie neemt deel aan de wagenrennen? All the different districts from the city of Siena. Since when are these horse races held? Wanneer zijn deze wagenrennen begonnen? Since the 16th century. How can you see the difference between the riders? Hoe kan je het verschil zien tussen de deelnemers? They have their own colour and emblem.

Exercise 3.2: Look at the short clip from the movie Ben Hur. In this clip the charioteers are parading before they start their race. Bekijk het korte fragment van de film Ben Hur. In dit fragment zijn de ruiters aan het paraderen voor ze starten met hun race. What is the shape of this stadium? Wat is de vorm van dit stadium? It is an oval, a long circle. How many people can be seated in this stadium? Hoeveel mensen kunnen plaatsnemen in het stadium? Circus Maximus was the largest circus and it could hold 150,000 people.

FUN FACt There were 4 different teams in the capital. Each team was represented by a colour. The colours were blue, green, red and white. The people cheered for their favourite team. Sometimes this could end up in a fight between the supporters of different teams. Did you know that Emperor Vitellius, who was a strong supporter of the Blues, even had several spectators executed for shouting out rude comments about his team?

blue team

white team

Exercise 3.3: Look at the two reliefs and answer the questions. Bekijk de twee reliëfs en beantwoord de onderstaande vragen.

What is the difference between these two reliefs? Wat is het verschil tussen deze twee reliëfs? In picture one the chariot is pulled by 2 horses. In the other one it is pulled by 4 horses.

What do you think is more difficult? And why? Wat is het moeilijkste? En waarom? It’s more difficult to ride with four horses, mostly in the curves of the track.

Lesson text Thermae Thermae were public bathing places for the Ancient Romans. Being clean and bathing was very important for the Romans. Therefore, everyone was allowed to use the baths, even slaves. The baths were used for bathing, relaxing and socialising. Sometimes they were even used for business. The Romans used a heating system called hypocaustum. It was below ground and heated by a fire. The fire heated the water which was transported by a pipe to the pool.

Panem et Circenses This saying expresses that politicians used bread and games to keep the people fed and entertained so they would not interfere in politics. Examples of these games are chariot races, fights between gladiators, etc.

Gladiators Gladiators were very popular in Ancient Rome. They fought against other men or wild animals in amphitheatres. One of the most famous amphitheatres is the Colosseum. At the end of the fight, the crowd or emperor would decide over the fate of the gladiator. During the fight, the gladiators wore protective armour to protect themselves. The armour the gladiators wore, was assigned to them based on their class. A gladiator wore a helmet to protect his head. To protect his body, he wore arm and leg protection. In one hand he carried a sword and in the other a shield. Chariot races Chariot racing was one of the most popular sports in Ancient Rome. This was a horse race in which the contestants had to ride seven laps. There were different teams that were each represented with another colour. The people cheered for their favourite team and sometimes this could end up in a fight between the supporters. The races were held in stadiums called circuses. The largest circus was Circus Maximus. A chariot could be pulled by two, four, six or even ten horses. The more horses they had, the more difficult is was for the charioteers to ride them. When a chariot is pulled by two horses it is called bigae. When it is pulled by four horses itâ&#x20AC;&#x2122;s called quadrigae.

Lestekst Thermen Thermen zijn publieke badplaatsen voor alle Romeinen. Zij vonden proper zijn en baden namelijk heel belangrijk. Daardoor was iedereen welkom in deze thermen, zelfs de slaven. De thermen werden gebruikt om te baden, ontspannen en in gesprek te treden met anderen. Ze werden soms zelfs gebruikt voor onderhandelingen. De thermen werden verwarmd met een verwarmingssysteem dat hypocaustum heet. Het systeem was ondergronds en werd verwarmd door een vuur. Het vuur verwarmde op zijn beurt het water dat dan via een pijp werd getransporteerd naar het zwembad.

Panem et Circenses Deze uitspraak betekent dat politici gebruik maken van brood en spelen om de mensen onder de duim te houden dankzij vermaak en basisvoeding. Hierdoor werden ze afgeleid van het politieke gebeuren. Voorbeelden hiervan zijn wagenrennen, gladiatoren gevechten, etc.

Gladiatoren Gladiatoren waren heel populair in het oude Rome. Ze vochten tegen andere mannen of wilde dieren in het amfitheater. Een van de meest bekende amfitheaters was het Colosseum. Aan het einde van ieder gevecht besloot het publiek of de keizer over het lot van de gladiator. Tijdens het gevecht droegen de gladiatoren een wapenuitrusting om zichzelf te beschermen. De wapenuitrusting van de gladiatoren werd aan hen toegewezen op basis van hun klasse. Een gladiator droeg een helm om zijn hoofd te beschermen. Om hun lichaam te beschermen droegen ze arm en been bescherming. In een hand droeg hij een zwaard en in de andere een schild. Wagenrennen Wagenrennen was een van de belangrijkste sporten in het oude Rome. Dit was een paardenrace waarbij de deelnemers elk zeven rondes moesten rijden. De verschillende ploegen werden vertegenwoordigd door een andere kleur. Het volk juichte hun favoriete team toe en dit kon soms eindigen in een gevecht tussen de supporters. De wedstrijden werden gehouden in stadia die we circus noemen. Het grootste circus was Circus Maximus. Een strijdwagen kon getrokken worden door twee, vier, zes of zelfs tien paarden. Hoe meer paarden er waren, hoe moeilijker het werd voor de ruiters. Een strijdwagen die werd getrokken door twee paarden heet een bigae. Een strijdwagen getrokken door vier paarden heet een quadrigea.

Lesson schematics Panem et circenses ➔ Keep the people fed and entertained What kind of entertainment was given?

thermae

• public bathing place • for bathing, relaxing, socialising and business • open for everybody • hypocaustum

gladiator fights

• fight against other men or wild animals • fight in amphitheatres • crowd or emperor decides faith • protective amour

chariot races

• horserace in circuses • ride seven laps • team represented by a colour • bigae and quadrigae

Vocabulary list the entertainment

het vermaak, amusement

a thermae

een therm

a courtyard

een binnenplaats

a bath

een bad

heating system

verwarmingssysteem

a gladiator

een gladiator

an armour

een wapenuitrusting

a helmet

een helm

a shield

een schild

arm and leg protection

arm en been bescherming

an amphitheatre

een amfitheater

an opponent

een tegenstander

panem et circenses

brood en spelen

to revolt

in opstand komen

an emperor

een keizer

the crowd

het publiek

Lesson objectives What kind of entertainment did the romans have? I.

What kind of activities took place in thermae? I can explain the term thermae in my own words. I can explain the term hypocaustum in my own words. I can explain hypocaustum by using an image.

II.

What is the importance of gladiators for the Roman entertainment? I can explain gladiator in my own words. I can describe the clothes of a gladiator by means of an image. I can explain that gladiators fought in amphitheatres. I can explain that the Colosseum was a famous amphitheatre. I can explain why panem et circenses was used. I can explain the term panem at circenses.

III.

Chariot races: What is the most popular sport to entertain the Romans? I can explain chariot races in my own words. I can recognise Circus Maximus. I can recognise bigae by looking at a picture. I can recognise quadrigau by looking at a picture.

5.4 Guide to the exercises Lead-in Start off with a lesson dialogue. Show some objects that pupils may recognise from their spare time like a football, a remote, a musical instrument, a book… You can ask the pupils when they use these objects. This will reveal the main subject of the lesson: leisure time, entertainment. Ask the pupils if the Romans could do all those activities in the classical antiquity and let them brainstorm what the Romans would enjoy doing in their spare time.

Introduction Make sure the pupils are aware of the cultural difference between our contemporary leisure time and that of the Romans. You can do this by explaining that the Romans didn’t have a 9-5 job or that they didn’t have a typical ‘week and weekend’ structure.

Exercise 1.1 Make the pupils enthusiastic by showing a short clip and ask them what they recognise. You can use this link: https://www.youtube.com/watch?v=ejxVEbOba2g It is a clip that shows a reconstruction of the baths of Caracalla. The pupils get a map of thermae. On this map are numbers. These numbers refer to the guidelines on the wax tablet. The guidelines are about the different activities in thermae. The pupils have to place the numbers with the corresponding image on the next page. Now, the pupils can visualise how thermae would have looked like during Roman times. Pay attention to the glossary! The words explained in this glossary are not to be learned by the pupils. It is important to go over the glossary together before the pupils do the exercise.

Exercise 1.2 The pupils learn about the heating system in Roman baths. Refer them to the guidelines of thermae if they don’t remember the correct name of this heating system.

Exercise 2.1 Show a clip of the movie Gladiator. Make sure to go over the statements first before showing the clip. The pupils have to highlight the correct statement. Ask additional questions about this clip: Which sign is used to decide about the faith of a gladiator? What is a gladiator? You can use this link: https://www.youtube.com/watch?v=lTmlYKiLBHI and show from 0 to 2:33 & 3.22 to 4.30. Fun fact: The movie won an award for costume design. So, let’s take a look at what these gladiators wore. They wore armour assigned to them based on a system of classes.

Exercise 2.2 Listening exercise The pupils have to listen to a description of a gladiator’s outfit. Then they have to match the words with the correct piece of clothing/armour and then use the correct vocabulary to name the body parts. The pupils can listen two times. The pupils with a weaker level of English can receive the monologue on paper.

FRAGMENT Meet Gaius, the best fighter of the whole Roman empire. Gaius was a criminal and he was forced to become a gladiator. He was locked up in a training school where he was trained to fight by an old gladiator. The armour the gladiators wear is assigned to them based on their class. Gaius is wearing a helmet with feathers on his head. The arm protection is grey. He carries a sword in his left hand and a shield in his right hand. The cloth around his waist is held together by his black belt. Under his leg protection, he is wearing leather shoes on his feet. Now he is ready to fight!

Exercise 2.3 The pupils watch a short clip about the reconstruction of the Colosseum. Remind the pupils that the Colosseum is an amphitheatre. Ask the pupils how many people fit in the Colosseum. Let them guess. Then they watch the clip where they can find the correct answer. You can use this link https://www.youtube.com/watch?v=OfwoX3vYJUA Show the clip from 15:22 until the end. The Colosseum places 50.000 spectators. Compare this to known places: the Ghelamco Arena in Ghent has place for 20.000 spectators, the King Baudouin Stadium in Brussels can hold 50.093 spectators.

Exercise 2.4 Let the pupils discuss the quotes. Junius was a politician. He used entertainment as a distraction to keep the people happy. When they have enough food and are entertained they wouldn’t interfere in politics. Refer to the Latin quote ‘panem et circenses’.

Exercise 3.1 The pupils have to analyse a poster and watch a clip. Go over the questions first. The differences between the riders are the colours and the emblems. These emblems and colours represent the area of the city where they are from. The Palio is the most important event in Siena, taking place on July 2 and August 16 every year. There are seventeen districts. Horse races are from all ages and started a long time ago. These races are called chariot races in English. Chariot racing was one of the most popular sports in Ancient Rome. Chariot racing dates back to the 6th century BC. Originally, these races were held during religious festivals, but quickly became more common. https://www.youtube.com/watch?v=zCtWidd0vMo (0 – 0.39 or 6.41 - 8.20)

Exercise 3.2 The pupils have to watch a short clip from the movie Ben Hur. This movie is about Judah Ben-Hur. He is a prince who is falsely accused of treason by his adopted brother. He is an officer in the Roman army. Ben-Hur returns to his homeland after years at sea to seek revenge, but finds redemption. (IMDb, s.d.) You can use this link https://www.youtube.com/watch?v=k6TUgccyzNs In this clip you can see the charioteers parading before they start their race. The Circus Maximus could hold 150.000 spectators. The largest stadium today is situated in North Korea. The Rungrado May Day Stadium can also hold 150.000 people.

Exercise 3.3 The pupils have to analyse two reliefs. They have to compare these reliefs. When a chariot is pulled by two horses it’s called bigae. When a chariot is pulled by four horses it’s called quadrigae. There were even races involving between 6 and 10 horses.

Extra exercise The pupils have to use the observation diagram to analyse a relief. This diagram was taken from Storia Live 2. We chose it because it is clear and elaborate. An empty observation diagram can be found in the appendix. (see 8.5) Let the pupils analyse the first relief, the Sarcophagus of the quadrigas. The pupils have to use their phone to look up the necessary information to complete the diagram. They can even use the link which you can find below. These are also added as notes to the corresponding slide of the PowerPoint. The stolen" Sarcophagus of the Quadrigas” returns after 21 years. (2012, August 3). Retrieved from The history blog: http://www.thehistoryblog.com/archives/18627

Lesson schematics The pupils should be able to orally explain this schematic. It is a perfect tool to check their comprehension of the lesson content.

Extra exercise We provided a crossword puzzle to practice the vocabulary related to entertainment in Rome. You can find the blank version in the appendix of this teacher’s guide. (see 8.6) You can use this crossword puzzle when:  

Pupils need more practice with the English vocabulary of the lesson Pupils are finished with an exercise and need an extra challenge

Extra exercise You can use this exercise to teach question-words. The question-words are listed in the instruction. The pupils can also use this exercise to design their own lesson schematics. You can find the blank version of this scheme in the appendix in chapter 8 of the teacherâ&#x20AC;&#x2122;s guide. (see 8.7)

5.5 Hand-out of the PowerPoint

6 Lesson about Roman religion 6.1 Entering behaviour This lesson series about Roman culture usually takes place in the third term of the school year. In order to be able to follow these lessons, the pupils must have learned about the Greeks. Which lesson content is needed to be able to follow the lesson about religion in Rome? -

The pupils must have learned about the Roman Empire and its emperors. The pupils must have learned about the Roman conquest of Italy and the entire Roman empire. The pupils must have learned about Greek religion. The pupils must have learned about Egyptian religion.

Which linguistic features are needed to be able to follow the lesson about religion in Rome? -

The pupils must know the present simple. The pupils must know the past simple. The pupils must know vocabulary related to religions. The pupils must be able to express likes and dislikes.

These attainment targets (VVKSO, 2009) & (Dienst curriculum en vorming, t. s.,2018) are to be obtained throughout this lesson: Old ATs  A4 Inzicht hebben in de evolutie en de complexiteit van het maatschappelijk gebeuren, nl. de samenhang en de interactie tussen de maatschappelijke domeinen (socialiteit) onderkennen en de gebeurtenissen kunnen plaatsen in een proces van oorzaak en gevolg, van verbanden, van groei, van continuïteit of breuk (discontinuïteit), van langetermijnontwikkeling (de evenementen op de toepasselijke conjuncturele en structurele langetermijnlijn kunnen plaatsen).  A8 Interesse tonen voor grote maatschappelijke problemen in heden en verleden.  S2.3 kan het belang van levensbeschouwingen beschrijven in de bestudeerde samenlevingen;  S2.4 kent een aantal belangrijke veranderingen binnen de bestudeerde samenlevingen; (7) (11)  S2.5 kan kenmerken van de bestudeerde samenlevingen herkennen in een andere samenleving (bijvoorbeeld de eigen tijd);  S2.10 toont (de) onderlinge verbanden en wisselwerkingen aan binnen en tussen de verschillende maatschappelijke domeinen; (8)  S2.12 kan continuïteit en discontinuïteit in de bestudeerde geschiedenis herkennen;  T3.1 kan aan de hand van gerichte opdrachten: historische items chronologisch rangschikken; New ATs  Leerplandoel 3: De leerlingen onderscheiden de drie dimensies van het historisch referentiekader en bijhorende structuurbegrippen.  Leerplandoel 6: De leerlingen situeren gebeurtenissen, personen, processen, kunst- en cultuuruitingen en historische bronnen uit de drie bestudeerde periodes in tijd, ruimte en maatschappelijke context.

  

Leerplandoel 7: De leerlingen lichten kenmerken van de verschillende maatschappelijke contexten toe voor samenlevingen uit de bestudeerde historische periodes. Leerplandoel 8: De leerlingen leggen onderlinge verbanden binnen en tussen de verschillende maatschappelijke contexten. Leerplandoel 17: De leerlingen benoemen in een historische beeldvorming historische redeneerwijzen in termen van: oorzaak, gevolg, aanleiding, toeval; continuïteit, verandering; gelijktijdigheid, ongelijktijdigheid

6.2 Selection of the lesson content

6.3 Key of the exercises

CONTENT

INSPIRED BY THE GREEKS

46 MYSTERy RELIGIONS

50 IMPERIAL CULT

53 CHRISTIANITY

55 Lesson Text

introduction Originally the Romans believed higher forces protected the city. But this changed overtime. The religion of the Romans evolved into a complicated religion with many different elements.

How did the Roman religion evolve during the Roman Empire?

Inspired by the greeks

After coming into cotact with other religions by trade and conquests, the Roman religion changed. Especially the Greeks had a big influence on them. The original Roman higher forces changed into anthropomorphic gods.

How did the Roman conquests influence the Roman religion?

Glossary fertility artisans craftsmen Etruscans

vruchtbaarheid ambachtslieden handwerklieden Etruskisch ALERT: capital letters first letter of names of countries nationalities languages E.g.: Greek, Roman, Etruscan, Persian....

Exercise 1.1: Look at the gods presented below. Connect the Roman gods to their counterpart. Bekijk de onderstaande goden. Verbind de Romeinse goden met hun tegenhanger.

Name: Jupiter

Name: Apollo

Name: Minerva

Name: Janus

Name: Juno

Function: protector of the state and the laws, supreme god

Function: god of oracles and medicine

Function: protector of the city, especially artisans and craftsmen

Function: god of the beginnings and endings, guard of doors and portals

Origins: Greek

Origins: Greek and Etruscan

Origins: Roman

Function: protector of the state and protector of women and fertility Origins: Greek and Etruscan

Name: Hera

Name: Athena

Name: Apollo

Name: Zeus

Name: Asklepios

Function: godess of marriage, women and fertility

Function: godess of wisdom and protector of Athens

Function: god of oracles, medicine and arts

Function: god of the the sky, lightning and thunder, supreme god

Function: god of medicine

Name: Aesculapius Function: god of medicine

Origins: Greek

Exercise 1.2: Read the sentences below. Tick off whether they are true or false. If the statement is false, correct the sentence. Lees de onderstaande zinnen. Zet een kruisje of de zinnen juist of fout zijn. Indien de zin fout is, verbeter ze dan. True a. The Romans only believe in one god.

False

False, they believed in several gods. b. The Romans are tolerant towards other cultures and their religion. ……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………… c. The function of the Roman gods and their Greek counterpart are the same.

False, the functions change e.g. Athena is the protector of the city in Roman religion, but is also the goddess of wisdom in the Greek religion. d. All Roman gods are copied from the Greek religion.

False, Minerva and Juno are copied from the Etruscans. Janus is an original Roman god and is not copied.

Exercise 1.3: Look at the picture below. Analyse the sculpture and write down the name of the gods you recognize from the first exercise. Bekijk de onderstaande afbeelding. Analyseer het beeld en schrijf de namen van de goden die je herkent vanuit de eerste oefening. The ‘Capitoline Triad’ is a trio of gods who were worshipped by the Romans. These gods were honoured on the Capitoline Hill in Rome. Their sculpture can now be found in the Museum of Guidonia in Rome. Minerva

Jupiter

Juno

ii. Mystery religions In the meantime there were also mysterious religions that gained popularity throughout the empire. These religions often originated in the east. The most popular cult was the Mithraic Mysteries.

What was the position of the Romans towards other religions?

Exercise 2.1: Take the cult-quiz. Doe de cult-quiz.

Do you like exotic things?

Do you prefer exotic animals over exotic clothes?

Mysteries of Isis

Cult of Cybele

Do you believe in the afterlife?

Eleusinian Mysteries

Mithraic Mysteries

Exercise 2.2: Read the description of the religion you belong to. Lees de beschrijving van de religie waartoe je behoort volgens de quiz. Eleusinian Mysteries

Cult of Cybele

Mysteries of Isis

The Eleusinian Mysteries were one of the most famous secret religious groups. It originally started in Greece and later spread to Rome.

Cybele was originally a Phrygian goddess of fertility. Around 200 B.C. the cult came over to Rome. Cybele was worshipped as “Magna Mater”, which means the Great Mother.

Isis is the Egyptian goddess of birth, death and rebirth. After conquering Egypt, some Romans started worshipping her.

The god Mithras was inspired by the Persian sun god Mithras. The Romans also called him Sol Invictus, the unconquered sun.

To join the cult, you had to be initiated, but secrecy wasn’t as important compared to the other cults.

The cult wasn’t based on scriptures. This added to the mystery of the cult.

The cult honoured the Greek gods Demeter and Persephone. To join them in their rituals you had to go through an initiation. Revealing the secrets of the cult to people who weren’t initiated was punished with death.

Nr: 4

Most members of the Cult of Cybele were women. The cult was known for very chaotic ceremonies and parties with an exotic appeal. Only people who were initiated into the cult could join these.

Emperor Vespasian supported the cult and a true Isis-hype started in Rome.

Nr: 1

Nr: 3

His son, emperor Domitian, built a giant temple with obelisks, large ponds and exotic animals to mimic the Egyptian atmosphere.

Mithraic Mysteries

To join the cult, you had to go through an initiation. Only men were allowed to join the cult. It was a very popular belief with the Roman soldiers. This helped the cult spread throughout the country very rapidly.

Nr: 2

Glossary fertility suspicious to mimic exotic Persian

vruchtbaarheid wantrouwig nabootsen exotisch Perzisch

to punish appeal scriptures ponds Phrygian

straffen aantrekkingskracht geschriften vijvers Frygisch/Frygië (hedendaags Turkije) 47

FUN FACt Did you know male priests of the Cult of Cybele were castrated? These male priests were called galli. They dressed up as women to honour Cybele.

Exercise 2.3: Describe the religion you belong to, to the other members of your group. You can use the speaking frame if you want to. Beschrijf de religie waartoe je behoort aan je groepsleden. Je kan het spreekschema gebruiken als je wilt. Parts

Starter sentences

Introduce your mystery religion

• •

The mystery religion/cult I belong to is called …. I belong to the mystery religion ...

What is your mystery religion about?

• • •

The cult worshipped … The mystery religion is special because ... To join the cult, you had to …

What are the origins of the cult?

•

The cult originally came from …

a. Read the text about any of the religions you haven’t discussed in your group. Lees de tekst over de religie(s) die jullie nog niet hebben bekeken in jullie groep.

b. Describe in your own words why these are called mystery religions. Beschrijf in jouw eigen woorden waarom deze religies mysterie religies worden genoemd. These cults are called mystery religions because they were often a secret. You had to be a member to be part of the ceremonies. People couldn’t just join the cult.

c. How could people join these religions? Hoe konden de mensen deel worden van deze religies? People could join these cults if they went through an initiation.

d. These numbers show where the mystery religions started. Place each number from the map underneath the correct cult. Deze cijfers geven weer waar de mysteriecultussen ontstonden. Plaats elk nummer van de kaart bij de cultus.

e. Draw a symbol that represents your religion. Teken een symbool die jouw gekozen mysteriereligie voorstelt.

III. Imperial cult Once Rome became an empire, the emperors quickly rose to a status almost equal to the gods. This can be compared to the way the Egyptian people worshipped their pharaoh.

How did the Romans view their emperors?

Exercise 3.1: Put the three sources below in chronological order on the timeline. Write down the number of the source onto the timeline. Zet de drie onderstaande bronnen in chronologische volgorde op de tijdsbalk. Schrijf het nummer van de bron op de tijdbalk.

Source I

Source II

Source III

ALERT: capital letters emperors (noun) = no capital letter the emperors of Rome werenâ&#x20AC;&#x2122;t always cruel. Emperor (title of person) = capital letter. Emperor Caligula was worshipped as a god.

a. How did the Roman people see the emperor? Did their view of the emperor change over time? Hoe zagen de Romeinen hun keizer? Is hun visie over de keizer veranderd doorheen de tijd? The Romans saw their emperors as gods. There was a change. First, they saw the emperor as a god after his death. Then, under Caligula, the Romans honoured the emperor as a god during his life. Then they associated the emperor with sol Invictus, the Unconquered Sun. b. Compare the way the Romans saw the emperor to how the Egyptians saw the pharaoh. Vergelijk de manier waarop de Romeinen hun keizer zagen met de manier waarop de Egyptenaren hun farao zagen. The Romans saw their emperor as a god, first after and then during his life. The Egyptians associated their pharaoh with two gods, with Horus during his life and with Osiris when he was dead. c. What does this tell us about how tolerant Romans were towards other cultures? Wat zegt dit ons over de tolerantie van de Romeinen ten opzichte van andere culturen? The Romans were very tolerant towards other cultures. They even adopt some characteristics of the culture into their own.

Source IV

Glossary to appoint

aanduiden

pictured

afgebeeld

associated

geassocieerd

restored

herstellen

duty

plicht

IV. Christianity Later on, talks about Jesus Christ also reached the city of Rome. The tales came from the East. As learned before, the Romans were very tolerant towards other religions. But that changed when Christianity grew in Rome.

How did the Romans interact with Christianity? Exercise 4.1: Read the sources below. Put them in a chronological order. Lees de onderstaande bronnen. Zet ze in chronologische volgorde in het kader hieronder.

VIII Source V

VII

V Source VI

Source VIII

Source VII

Glossary ALERT: capital letters Pay attention when translating into Dutch.

English: Christianity and Christians.

heathen to demolish to eradicate to convert suspicious to persecute

heidens vernielen uitroeien omzetten argwaan vervolgen

Dutch: christendom en christenen.

Exercise 4.2: Have a look at the table below. Compare the two religions and cross out what doesnâ&#x20AC;&#x2122;t fit. Bekijk onderstaande tabel. Vergelijk de twee religies en schrap wat niet past.

Roman religion

Christianity

polytheistic / monotheistic

tolerant towards other religions / intolerant towards other religions

worship their gods in temples / worship their god in churches

LEssontext Inspired by the Greeks The Roman religion was polytheistic. The Romans believed higher forces protected Rome. Because of the Roman conquests and contact with the Greeks, these forces got anthropomorphic features. The Roman gods were pictured as humans. The supreme god Jupiter protected the Roman state and its laws. The goddess Minerva was the protector of the city. The goddess Juno was the protector of the state. Together these three gods were called the Capitoline Triad. In the third century BC the Romans started taking over more Greek gods and myths. Roman religion accepted gods from other religions after the priests and the senate agreed to it. The Romans took over Greek, Egyptian, Persian and many other gods.

Mystery religions The contact with other religions led to the creation of mystery religions, also known as mystery cults. These were very secretive. People were only allowed to join the mystery cult and their celebrations after taking part in an initiation. Once you were a member, it was forbidden to reveal the secrets of the mystery cult. The Mithraic Mysteries was one of the more popular mystery cults. It spread throughout the entire empire because it was liked by Roman soldiers.

Imperial cult Starting with Julius Caesar, Roman emperors were seen as gods after their death. This changed when Emperor Caligula came to power around 40 AD. Emperor Caligula declared himself as a god and had people build temples in his honour. Emperor Aurelian went one step further in 274. He had coins made that pictured him with the solar crown. The solar crown was associated with the god of the sun, Sol Invictus. This means the unconquered sun. Christianity During the first century, Christianity spread throughout the Roman empire. Christianity wasnâ&#x20AC;&#x2122;t accepted by the Romans because it was a monotheistic religion. Christians also refused to join the rituals the Romans held for their gods. This led to Christians being persecuted by the Romans. During the third century these persecutions reached an all-time high under emperor Diocletian. His goal was to eradicate Christianity completely. But in 313 emperors Constantine and Licinius ended the persecutions. They allowed everyone to freely follow the religion they wanted with the Edict of Milan. Near the end of the 4th century, emperor Theodosius turned Christianity into the state religion. People were no longer allowed to worship the old gods.

Lestekst GeĂŻnspireerd door de Grieken De Romeinse religie was polytheĂŻstisch. De Romeinen geloofden dat hogere krachten Rome beschermden. Dankzij de Romeinse veroveringen en het contact met de Grieken kregen deze krachten antropomorfe trekjes. De Romeinse goden werden afgebeeld als mensen. De oppergod Jupiter beschermde de Romeinse staat en de wetten. De godin Minerva was de beschermster van de stad. De godin Juno was ook de beschermster van de staat. Samen werden deze drie goden de Capitolijnse Triade genoemd. In de 3de eeuw v.C. begonnen de Romeinen steeds meer Griekse goden en mythes over te nemen. De Romeinse religie accepteerde goden van andere religies nadat de priesters en de senaat hiermee akkoord gingen. De Romeinen namen Griekse, Egyptische, Perzische en vele andere goden over.

Mysterie religies Het contact met andere culturen leidde tot het ontstaan van mysterie religies, ook bekend als mysteriecultus. Deze waren enorm geheimzinnig. Mensen mochten pas deelnemen aan de mysteriecultus en de festiviteiten nadat ze deelnamen aan een initiatie. Eens je lid was, was het verboden om de geheimen van de mysteriecultus te verspreiden. De Mythras cultus was een van de meeste populaire mysteriecultussen. Het werd verspreid doorheen het hele rijk door de populariteit van de mysteriecultus bij de soldaten.

Keizercultus Na Julius Caesar werden de Romeinse keizers gezien als goden na hun dood. Dit veranderde wanneer keizer Caligula aan de macht kwam rond 40 n.C. Keizer Caligula noemde zichzelf een god en liet ter ere van zichzelf tempels bouwen. Keizer Aurelianus ging nog een stap verder in 274. Hij liet munten maken waarop hij stond afgebeeld met de zonnekroon. De zonnekroon werd geassocieerd met de god van de zon, Sol Invictus. Dit betekent de onoverwinnelijke zon.

Christendom Tijdens de 1ste eeuw verspreidde het christendom zich doorheen het Romeinse rijk. Het christendom werd niet geaccepteerd door het Romeinse volk omdat het een monotheĂŻstische religie was. De christenen weigerden de rituelen te volgen die de Romeinen hielden voor hun goden. Dit leidde tot de vervolging van de christenen door de Romeinen. Tijdens de 3de eeuw bereikten deze vervolgingen een hoogtepunt onder keizer Diocletianus. Zijn doel was om het christendom volledig uit te roeien. Maar in 313 eindigden keizers Constantijn en Licinius de vervolgingen. Met het Edict van Milaan lieten zij toe dat iedereen vrij was om een religie naar keuze te volgen. Tegen het einde van de 4de eeuw maakte keizer Theodosius het christendom de staatsgodsdienst. Het volk mocht de oude goden niet meer aanbidden.

Lesson schematics POLYTHEISM A. A. The Romans: 1. adapted Greek gods to make their own ➔ Examples: Zeus-Jupiter, Hera-Juno, Athena-Minerva 2. literally copied gods ➔ Apollo 3. created their own gods ➔ Janus

B. Mystery religions Eleusinian Mysteries

Mysteries of Isis mystery religions

Cult of Cybele

Mithraic Mysteries

C. Imperial cult Honour emperor as god after their death Augustus → Divus Augustus

Emperor Caligula: god during his life

Emperor Aurelian with solar crown → Sol Invictus

MONOTHEISM A. Christianity: evolution Persecuted because of monotheism

Diocletian wanted to eradicate the Christians

Edict of Milan: freedom of religion

Theodosius made Christianity state religion

Vocabulary list polytheism polytheistic

polythe誰sme polythe誰stisch

monotheism monotheistic

monothe誰sme monothe誰stisch

anthropomorphic features

antropomorfische trekjes, karakteristieken

a protector

een beschermer

a supreme god

een oppergod

an oracle

een orakel

an honour

een eer

a honour

een eer

a sculpture

een beeldhouwwerk, sculptuur

a statue

een standbeeld

a cult

een cultus

a ritual

een ritueel

an initiation

een inwijding, initiatie

to worship

aanbidden

a ceremony

een ceremonie

rebirth

wedergeboorte

to conquer

veroveren

secrecy

geheimhouding

an imperial cult

een keizercultus

an emperor

een keizer

a temple

een tempel

an obelisk

to inspire

inspireren

a mystery religion

a mysterie religie

a state religion

een staatsreligie

a symbol

een symbool

Christianity

christendom

Lesson objectives What kind of entertainment did the romans have?

How did the Roman conquests influence the Roman religion?

I can give an example of Roman tolerance towards other religions. I can give an example for the three different approaches that the Romans used to build up their variety of gods. I can explain the term ‘polytheism’ in my own words. I can compare Greek and Roman gods. I can recognise Roman gods in a picture. II.

What was the position of the Romans towards other religions? I can define mystery religions in my own words. I can link the use of mystery religions to the Roman tolerance. I can give at least one example of a mystery religion. I can give a description of at least one of the four mystery religions discussed in class.

III.

How did the Romans view my Emperors? I can describe the correlation between emperor and god during the Roman Empire.

IV.

How did the Romans interact with Christianity? I can describe the evolution from tolerance to intolerance from the Roman people towards other religions and Christianity. I can explain the importance of the Edict of Milan. I can define state religion. I can give at least two differences between the Roman religion and Christianity.

Elevator pitch Today, we will vote for the supreme god or goddess of our class. It is up to you to convince your fellow pupils to vote for your favourite Roman god or goddess in a presentation that lasts about 3 minutes. You can choose from the list below. Look up extra information if necessary. Roman name

Function

Jupiter

god of thunder, lightning, protector of the state

Hera

goddess of marriage, women and fertility

Neptune

god of the sea

Venus

goddess of love and beauty

Pluto

god of the underworld

Vulcan

god of fire and forge

Ceres

goddess of the harvest and fertility

Apollo

god of music, medicine, oracles and art

Minerva

goddess of wisdom and protector of the city

Diana

goddess of the hunt and the moon

Mars

god of war

Mercury

messenger of the gods

Bacchus

god of wine and festivities

Proserpine

goddess of harvest

1. Who are you working with?

2. Who is your favourite god/goddess? a. What is his/her attribute? You can look this up on your phone if necessary. b. What is his/her function? c. Why do you want this god to be the patron of the class? 3. Who is your least favourite god? a. What is his/her function? b. Why shouldnâ&#x20AC;&#x2122;t the pupils vote for this god to be the patron of the class?

Speaking frame Parts Introduction

Starter sentences • •

Welcome, ladies and gentlemen, ….. Hello everyone, …..

We are…….. and we are here today to convince you that ……………….. is the best god/goddess to be the patron of our class.

Introduce your favourite god/goddess

We choose …...... as our patron god/goddess. He/She is the god/goddess of ……….... • •

We all know that you can recognize our god/goddess because of his/her………… Our god/goddess always carries/wears…………

In short, ……………….. is the perfect god/goddess to be our patron, because ……….. You should really vote for ………….., because……………

Introduce your least favourite god/goddess

Thank your audience

• •

We all know you shouldn’t vote for ……………, the god/goddess of………, because……….. It would be a shame if you vote for ………….., the god/goddess of ………, because………...

• • •

Thank you for your attention! We appreciate your vote! Thank you for your vote!

TIME TO VOTE! My vote goes to ................................................... & ...........................................................

Rubric 0

Timing

Presentation is less than 2 minutes or more than 4 minutes

Presentation is between 2:00-2:30 or 3:30-4:00

Presentation is between 2:30-3:30

Cooperation

One pupil talks more than 75% of the time.

One pupil talks between 50%-75% of the time.

Both pupils talk about 50% of the time.

The pupil gives his/her personal opinion about the gods

Pupil only talks about information found online or from their worksheets.

Pupil includes his/her own opinion on the gods.

Pupil includes his/her own opinion on the gods AND makes clear why pupils should vote on it.

The pupil includes the general information asked for in the speaking frame: names of the gods, the function and at least one attribute.

Pupil includes no general information asked for in the speaking frame

Pupil includes 1-2 pieces of general information asked for in the speaking frame

Pupil includes all the general information asked for in the speaking frame.

6.4 Guide to the exercises Lead-in The pupils watch a short clip about the familiar and the least known Greek gods. This is a humoristic clip. Make sure to emphasis this! The clip provides a short revision of the most important Greek gods. Ask the pupils to write down at least three gods that they recognise and the function of those gods. You can use this link: https://www.youtube.com/watch?v=Zuyus6NpfK4&t=71s Explain that the pupils will recognise some Greek gods, even though it is a lesson about Roman gods. Ask how that is possible. How did the Romans come into contact with the Greek? The pupils should remember the Roman conquests and the trade between the Romans and the Greek. Emphasise that the Romans first believed in higher forces that protected the city.

Exercise 1.1-1.3, 2.1-2.3 & 3.1 Divide the class group into three smaller groups. Each group begins with a different exercise. Each exercise focuses on one aspect of the Roman religion: inspired by the Greek, mystery religions and the imperial cult. The goal of this rotating work format is to encourage the pupils to use English to communicate with each other and more importantly, to let the pupils present the new content of their last exercise to their fellow classmates. Step 1: Explain the instruction of each exercise and make sure the pupils are able to ask questions if necessary. Step 2: Divide the class group into three smaller groups and assign each group a different exercise. Step 3: Set a timer. Give the pupils 10 minutes to do and correct the exercise. Explain that the pupils have to raise their hands when they are ready to receive a key for their exercise. Step 4: Let the pupils rotate and give each group a different exercise. Step 5: Let each group present the acquired knowledge about the last exercise they did to their fellow classmates. This is an activating teaching format to ensure that the pupils practise their English linguistic skills. Pay attention to the glossaries of exercise 1.1, 2.3 and 3.1 first! The words explained in these glossaries are not to be learned by the pupils. It is important to go over the glossaries together before the pupils do the exercise.

Exercise 1.1 The pupils learn about Roman gods by connecting them to the Greek gods they saw earlier. This helps the pupils connect the two chapters. The exercise also shows that the Romans copied certain gods from other religions, but also had original gods, like Janus.

Exercise 2.3 Highlight that the pupils can use the speaking frame to describe the religion they belong to according to the cult-quiz. The pupils practice situating in space with a map about the origins of the four mystery religions that are discussed in the lesson. The pupils have to draw a symbol that represents their mystery religion. This is an extra exercise for the pupils with visual intelligence.

Exercise 3.1 The pupils have to put three sources in chronological order. They practice situating in time. Refer to the grammar alert about capital letters. The pupils have to compare how a pharaoh and an emperor of the Roman Empire were worshipped. This is an activity to establish differences and similarities between different cultures at a different time and place in history.

Exercise 4.1 The pupils have to place the three sources in chronological order. They practice situating in time. Highlight the importance of this exercise. This is about the evolution of Christianity. Pay attention to the glossary first! The words explained in this glossary are not to be learned by the pupils. It is important to go over the glossary together before the pupils do the exercise. Pay attention to the grammar alert about capital letters and Dutch translations.

Extra exercise This is an exercise to work on historical criticism. Pupils have to analyse a source by means of an identity card of a source. The blank version can be found in the appendix in chapter 8 of this teacherâ&#x20AC;&#x2122;s guide. (see 8.8)

Suetonius, in full Gaius Suetonius Tranquillus, was born in AD 69 and died after 122. He was a Roman biographer and antiquarian. He wrote De viris illustribus. This is a collection of short biographies of celebrated Roman literary figures. He also wrote De vita Caesarum, which means Lives of the Caesars. This book contained bits of gossip and scandal relating to the lives of the first 11 emperors. He became very known because of this book. (The Editors of Encyclopaedia Britannica, s.d.)

100

Exercise 4.2 Make sure the pupils highlight this exercise. This is an ultimate comparison between the Roman religion and Christianity. Let the pupils orally answer the main research question. How did the Roman religion evolve? Pay attention to the terms polytheistic and monotheistic. If you want to let the pupils orally revise the evolution of the Roman religion, you can ask them to place Brutus on the timeline. Ask them which religious aspects were already present in Roman society and which evolutions are yet to come?

Adaptation You can use this exercise to compare the Greek religion with Christianity as well. This exercise can also be used to compare the Egyptian religion with Christianity.

Communicative task Elevator pitch The pupils have to present their favourite and least favourite god or goddess. The ‘goal’ of this exercise is to elect a supreme god or goddess for the class. The actual goal is to revise the name, function and attributes of the gods and to practice the English language. The pupils can make use of the speaking frame. Make sure that the pupils read the rubric, so they know how they will be evaluated. Step 1: Split the pupils into pairs. Step 2: Let the pupils prepare their presentations. They have to decide on a favourite and least favourite god and write down their function and attribute. They also have to explain why they choose those gods. Step 3: The pupils present their gods in pairs. Step 4: The pupils fill in a voting ballot. The winner is announced. Step 5: If necessary, you can let the pupils fill in the rubric. This rubric can be found in the appendix in chapter 8 of this teacher’s guide. (see 8.9)

Adaptation This communicate task is very versatile. 



This exercise can easily be used to talk about the Greek gods. If you want to broaden this exercise, you can ask the pupils to present a Roman god and refer to its Greek counterpart. This elevator pitch can also work in a lesson about the Greek city-states. Present your preferred city-state using the four domains. This exercise is created by Nina Vanderhaegen and her co-workers from Go!Atheneum in Etterbeek.

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Extra exercise The pupils can revise the Roman gods and their Greek counterpart by means of an online memory game. This is a playful way to revise these gods. The game can be put on â&#x20AC;&#x2DC;classroom modeâ&#x20AC;&#x2122; to play with the entire class. The pupils can, in turn, ask the teacher to turn two cards until all the matches have been found. The pupils can also just play it at home to practice the gods and their function. You can use the following link: https://matchthememory.com/gusco

Lesson schematics The pupils should be able to orally explain this schematic. It is a perfect tool to check their comprehension of the lesson content.

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6.5 Hand-out of the PowerPoint

103

104

Lesson about art and architecture in Rome

7.1 Entering behaviour This lesson series about Roman culture usually takes place in the third term of the school year. In order to be able to follow these lessons, the pupils must have learned about the Greeks. Which lesson content is needed to be able to follow the lesson about art and architecture in Rome? -

The pupils must have learned about the Roman Empire and its emperors. The pupils must have learned about the Roman conquest of Italy and the entire Roman empire. The pupils must have learned about Greek art and architecture. The pupils must have learned about Egyptian art and architecture.

Which linguistic features are needed to be able to follow the lesson about art and architecture in Rome? -

The pupils must know the present simple. The pupils must know the past simple. The pupils must know vocabulary related to art and architecture to describe buildings and statues. This vocabulary would have been taught during the lessons about Greek architecture and art.

These attainment targets (VVKSO, 2009) & (Dienst curriculum en vorming, t. s.,2018) are to be obtained throughout this lesson: Old ATs  A7 het discussie- en constructiekarakter van historische kennis en dus van beeldvorming kunnen onderkennen: kunnen omgaan met het verschil tussen de werkelijkheid (het verleden) en de beeldvorming (bv. wetenschappelijke, populaire) over die werkelijkheid (= de geschiedenis)  S2.1 kent de voornaamste kenmerken van de bestudeerde samenlevingen  S2.5 kan kenmerken van de bestudeerde samenlevingen herkennen in een andere samenleving (bijvoorbeeld de eigen tijd)  B2 kan materiële en landschappelijk historische sporen observeren en beschrijven aan de hand van een eenvoudig observatieprotocol  B3 kan informatie over de bestudeerde beschavingen en over de eigen tijd opzoeken op basis van concrete opdrachten  B11 toont belangstelling voor de overblijfselen uit het verleden en voor de actuele Vlaamse samenleving  B12 is nauwkeurig bij het verzamelen, ordenen, analyseren en interpreteren van informatie over de historische en actuele werkelijkheid New ATs  Leerplandoel 2 De leerlingen situeren een historische vraag in het historisch referentiekader: tijd, ruimte en maatschappelijke context.  Leerplandoel 6 De leerlingen situeren gebeurtenissen, personen, processen, kunst- en cultuuruitingen en historische bronnen uit de drie bestudeerde periodes in tijd, ruimte en maatschappelijke context.  Leerplandoel 7 De leerlingen lichten kenmerken van de verschillende maatschappelijke contexten toe voor samenlevingen uit de bestudeerde historische periodes. 105

ď&#x201A;ˇ ď&#x201A;ˇ ď&#x201A;ˇ

Leerplandoel 8 De leerlingen leggen onderlinge verbanden binnen en tussen de verschillende maatschappelijke contexten. Leerplandoel 10 De leerlingen onderscheiden verschillende soorten historische bronnen en werken. Leerplandoel 18 De leerlingen vullen historische beeldvorming aan door middel van: kritische analyse van bronnen

7.2 Selection of the lesson content

106

7.3 Key of the exercises

107

CONTENT 67 architecture

74 art

80 Lesson text

introduction As you probably already know, the Romans left behind some famous monuments all through the Roman Empire. Both the Roman architecture and the Roman art remained a very typical feature in Ancient Rome.

(Goris, 2010)

Architecture

Hello again! I want to show you some of the amazing buildings we have here in Rome. Iâ&#x20AC;&#x2122;ve always loved architecture and I would love to share everything I know about it with you. Letâ&#x20AC;&#x2122;s have a look at some of my favourite buildings!

Which characteristics does Roman Architecture have?

Exercise 1.1: Fill in the grid. Match the picture to the right name and description. Vul het schema aan. Match de afbeelding aan de juiste naam en de juiste omschrijving.

VIV

III

VII

VIII

Viaductus

Open water pipe on masonry arches.

Theatre

Forum Romanum

Amphitheatre

A building dedicated to one or several Roman gods. C Oval theatre with seating tiers around the performing area. The Romans came here to watch gladiator combats, animal slayings and executions. D A bridge over a road or dale.

Aquaductus

Triumphal arch

Basilica

G Central square, the heart of the city.

Temple

H Arch to honour someone.

Semi-circular building with seating tears overlooking the performing area. Tragedies and comedies were performed here to entertain the Roman public. Covered structure used as trade centre or court house.

III

VII

VIII

a. Cross out the wrong answer. Doorstreep het foute antwoord. -

Roman architecture was mostly useful / decorative.

Roman architecture is entirely unique / resembles Greek architecture.

Exercise 1.2: Have a closer look at the buildings in exercise 1.1. Which of these Etruscan and Greek elements are used in these monuments? Bekijk de bouwwerken uit oefening 1.1 nog eens van dichterbij. Welke van onderstaande Etruskische en Griekse elementen werden gebruikt?

Etruscan elements

Rounded arch

Barrel vault

Dome

Greek elements

Columns

doric

ionic

corinthian

Fronton

Exercise 1.3: Read the text about Roman builders and answer the questions. Lees de tekst over de Romeinse werklui en beantwoord de vragen.

Roman builders The Romans were brilliant organisers. Proof of that is the enormous amount of labourers they employed to build their enormous monuments. The speed with which these imperial constructions were built is remarkable. The public baths of Caracalla, an enormous complex, was probably realised in only six yearsâ&#x20AC;&#x2122; time. During the building of the big imperial projects there were approximately 20 000 builders in Rome. Around 10 000 people presumably worked on the public baths of Caracalla, among which 500 decorative artists and 700 stonemasons to handle the marble. Most groups of building labourers consisted of a foreman, a few free men and a couple of slaves. The developer, Crassus, employed a group of 500 slaves in the 1st century BC. After N. Rogers, Het Romeinse rijk, 2007.

The public baths of emperor Caracalla, built between 211 and 217 (image and reconstruction).

Glossary labourers stonemasons a foreman a developer

werklui steenhouwers een voorman een projectontwikkelaar

a. Underline two reasons in the text that proof that the Romans were excellent organisers. Onderstreep twee redenen in de tekst die bewijzen dat de Romeinen goede organisatoren waren. b. The builders came from two groups of people. Which ones? De werklui kwamen uit twee bevolkingsgroepen. Welke? Slaves and free men c. Because of the conquests they had access to a lot of ornamental stones. Give an example from the text. Door de veroveringen hadden de Romeinen toegang tot veel sierstenen. Geef een voorbeeld hiervan uit de tekst. They used a lot of marble, which is an ornamental stone. Exercise 1.4: Watch the video about Roman concrete and complete the exercise. Bekijk de video over het Romeins beton en maak de opdracht. a. How did the Romans make concrete? Put the sentences in the right order. Hoe maakten de Romeinen beton? Zet de zinnen in de juiste volgorde. 3

Mixing sand into the mixture.

Adding volcanic ash to the mortar.

Putting the mixture in a mould and let it set under water.

Heating the limestone.

Adding water to the crushed limestone.

FUN FACT Because of the use of concrete the Romans were able to build bigger constructions such as the double barrel vault. These constructions made sure they could build much bigger buildings.

Exercise 1.5: Describe this building by means of the observation diagram. Beschrijf dit gebouw aan de hand van het observatie schema. The Pantheon This is a Roman temple called the Pantheon, it means ‘for all gods’. The height of the Pantheon is exactly the same as the diameter of the dome, which is about 43m. It is the world’s largest unreinforced concrete dome. A lot of brick and marble were also used to build the Pantheon. The dome weighs 4535 tons. In the middle of the dome there’s an oculus with a diameter of 8.7m.

Glossary the height a diameter unreinforced concrete marble an oculus

de hoogte een diameter ongewapend beton marmer oculus / oog

How do I observe an item? (1) Circle the correct answer. More than one answer is possible. - type of item: utensil, painting, statue, building, jewellery, reconstruction, other (1) - material: stone, wood, metal, paint, cloth, clay, concrete, marble, other (1) - state of the item: very bad / bad / reasonable / good / very good (1) - weights and measures: height: 43

length: 43m

weight: 4535 tons

other: diameter oculus = 8.7m

width: 43 m

- What was the use of this item? A temple for all gods - Name two things you notice about the item: • Use of columns around the sides of the rotunda • Very large dome with oculus in the middle

Exercise 1.6: Are these statements true or false? Explain your choice. Zijn deze stellingen juist of fout? Leg jouw keuze uit. True False a. Roman architects werenâ&#x20AC;&#x2122;t original; they only entirely copied Greek examples.

They used some architectural elements but had their own style. b. The quality of Roman architecture is partially owed to the conquests. Access to more slaves and cheaper materials.

c. The Romans were technically superior to the Greek. Invention of double barrel vaults, biggest dome, practicalâ&#x20AC;Ś

II. Arts Look at these statues. You might recognise them. Have you ever seen anything like them? Yes! They really resemble Greek statues. We, Romans, really liked those when we discovered them during the conquests, so we thought weâ&#x20AC;&#x2122;d use them as an example for our own statues.

What other visual arts are popular in Ancient Rome? Exercise 2.1: Complete the timeline about Greek statues. Vervolledig de tijdbalk over Griekse beeldhouwwerken. a. Write the name of the correct period: classical, archaic, Hellenistic. Schrijf de naam van de juiste periode: klassieke, archaĂŻsche, Hellenistische. b. Cross out the wrong answers next to the pictures. Doorstreep het foute antwoord naast de afbeeldingen.

Exercise 2.2: The Romans brought Greek statues home after the conquests, but they also made copies. Have a look at those copies. De Romeinen brachten na de veroveringen Griekse beeldhouwwerken mee maar ze maakten ook kopieën. Bekijk deze kopieën even. a. Choose a statue and write its name in the first box in the grid. Kies een standbeeld en schrijf de naam ervan links boven in de tabel. b. Fill in the grid about it by searching for information online. Vul de tabel aan door online informatie op te zoeken.

Copy of Lysippos’ Running Man

Name:

Copy of Myron’s Discobolos

Greek original

Copy of Polykleitos’ Diadumenos

Roman copy

date material artist/ sculptor

Exercise 2.3: Look at the sources and answer the questions. Bekijk onderstaande bronnen en beantwoord de vragen.

I. Augustus

II. Sulla

IV. Nero

III. Caesar

V. Mars

a. Put the number of the sources into the right category. Plaats de nummers van de bronnen in de juiste kolom. Realistic

Idealistic

II, III, IV

I, V

b. Explain the following terms. Leg de volgende termen uit. Realism: The model is shown as they really are, flaws included.

Idealism: The model isnâ&#x20AC;&#x2122;t shown is they really are. Flaws are obscured. They look better than they do in real life.

c. Why did the Romans portray some individuals more idealistically instead of realistically? Waarom beeldden de Romeinen sommige personen meer idealistisch dan realistisch uit? To portray that person better than they really are. To make them appear prettier, stronger, youngerâ&#x20AC;Ś

You haven’t seen everything yet! We don’t only have amazing statues in Rome, there’s more fantastic art to behold. I’m not sure what my favourite art form is… Let’s have a look and see what you like the most!

Exercise 2.4: Put the right term in the column next to the corresponding image. Choose from: low relief, cameo, mural, mosaic. Plaats de juiste term in de kolom naast de bijhorende afbeelding. Kies uit: bas-reliëf, camee, muurschildering, mozaïek. The ‘Blacas’ (20-50AD): emperor Augustus as a fairly young man Cameo

Neptune and Amphitrite in Herculaneaum (1st century AD)

Mosaic

Altar of Domitius Ahenobarbus (between 122 and 115 BC)

Mural

Banquet scene from the casa dei Casti Armanti, Pompei

Low relief

FUN FACT The Romans often used art as political propaganda.

Roman sestertius (238 AD)

Caesar was the first one who let his head be put on a coin in a low relief. Trajanâ&#x20AC;&#x2122;s Column shows the successful war of Trajan against the Dacians in low relief as well.

Exercise 2.5: Match the art form to the right description by connecting the dots. Verbind de kunstvorm met de juiste omschrijving.

Cameo

An image that stands out from the shallow background.

Mural

A painting painted directly onto a wall.

Low relief

Made from the assembling of small pieces of glass, stone or marble on floors or walls.

Mosaic

Carved ornamental stones.

Lessontext Architecture Roman architecture is practical and monumental. The buildings all have a clear function and are useful for the community. For example, bridges for transportation and theatres for entertainment. Roman monuments are also all very big. The Romans adopted some architectural features from different societies, such as the rounded arch, barrel vault and dome from the Etruscans and the columns and frontons from the Greek. The Romans also added some technical innovations of their own. They started using concrete and bricks. They also designed the double barrel vault. Because of the conquests they had access to more ornamental stones such as marble. Itâ&#x20AC;&#x2122;s also because of the conquests that there were many slaves available to work as builders. Aside from slaves, many free men worked as builders as well.

Art The Romans loved Greek sculptures. They discovered them during the conquests and brought many of them home with them. At first the Romans just made copies. Then they used them as inspiration for their own statues. Later on they started developing their own original Roman statues, but these still highly mirrored the Greek ones. The Roman statues, especially the busts of politicians, were more realistic. The people were portrayed the way they really are, flaws included. Sometimes sculptures were more idealistic, to portray the person as better than he actually was. Other popular visual art forms in Rome were murals, cameos, low reliefs and mosaics. Murals were paintings painted directly onto a wall. Cameos are carved ornamental stones. Low reliefs are images that stand out from a shallow background. And Mosaic are made from the assembling of small pieces of glass, stone or marble on floors and walls.

Lestekst Architectuur De Romeinse architectuur is praktisch en monumentaal. De gebouwen hebben allemaal een duidelijke functie en zijn nuttig voor de samenleving. Bijvoorbeeld bruggen voor transport en theaters voor amusement. Romeinse monumenten zijn ook allemaal zeer groot. De Romeinen hebben wat architecturale kenmerken overgenomen van verschillende samenlevingen, zoals de rondboog, tongewelf en koepel van de Etrusken en de zuilen en frontons van de Grieken. De Romeinen hebben ook zelf enkele technische vernieuwingen toegevoegd. Ze begonnen met het gebruik van beton en bakstenen. Ze hebben ook het kruisgewelf ontworpen. En door de veroveringen hadden ze toegang tot veel sierstenen zoals marmer. Het is ook door de veroveringen dat er zo veel slaven beschikbaar waren om te werken als werklui. Naast slaven waren er ook veel vrije mannen die als werklui werkten.

Kunst De Romeinen hielden van Griekse beeldhouwwerken. Ze ontdekten die tijdens de veroveringen en namen er dan ook veel mee terug naar Rome. Oorspronkelijk maakten de Romeinen enkel kopieën van deze werken. Dan gebruikten ze hen als inspiratie voor hun eigen beeldhouwwerken. Uiteindelijk begonnen ze ook hun eigen originele Romeinse beelden te vervaardigen, maar die vertoonden nog steeds veel gelijkenissen met de Griekse. De Romeinse beelden, voornamelijk de borstbeelden van politici, waren realistischer. De mensen werden afgebeeld zoals ze echt waren, gebreken inclusief. Sommige beelden waren dan weer meer idealistisch, om de persoon beter uit te beelden dan deze eigenlijk was. Andere populaire Romeinse kunstvormen zijn muurschilderingen, camees, bas-reliëfs en mozaïeken. Muurschilderingen zijn schilderijen rechtstreeks op de muur geschilderd. Camees zijn in reliëf gesneden sierstenen. Bas-reliëfs zijn beeldhouwwerken waarbij de afbeeldingen hoger liggen dan de achtergrond. En mozaïeken zijn afbeeldingen die gemaakt worden door het verzamelen van vele kleine stukjes glas, steen of marmer op vloeren en muren.

Lesson schematics a. Roman architecture -

practical and monumental

Influenced by

Etruscans

• • •

dome rounded arch barrel vault

Greek

• • •

columns fronton style

• • •

double barrel vault concrete bricks

Own input

Romans b. Roman art

Bust •realistic •idealistic

Cameo •carved ornamental stones

Mosaic •made from the assembling of small pieces of glass, stone or marble on floors or wall

Mural •a painting painted directly onto a wall

Low relief •an image that stands out from the shallow background

VocabularY a viaductus

een viaductus

a theatre

een theatre

an amphitheatre

een amfitheater

a triumphal arch

een triomfboog

a rounded arch

een rondboog

a barrel vault

een tongewelf

a dome

een koepel

a column

een zuil

Roman conquests

Romeinse veroveringen

a double barrel vault

een kruisgewelf

concrete

beton

bricks

bakstenen

a statue

een beeldhouwwerk

realistic

realistisch

idealistic

idealistisch

a sculptor

een beeldhouwer

a bust

een borstbeeld

a cameo

een camee

a mural

een muurschildering

a mosaic

een mozaĂŻek

a low relief

een bas-reliĂŤf

Lesson objectives I.

Which characteristics does Roman Architecture have? â&#x20AC;Ż I can name three important Roman buildings. I can explain what an aquaductus is. I can name one architectural element the Romans took over from the Etruscans and one they took over from the Greek. I can give two reasons that prove that the Romans were brilliant organisers. I can explain why the Romans had access to many ornamental stones. I can name a building material the Romans discovered themselves. I can name a double barrel vault when given an image of one. I can fill in an observation diagram to describe a building. I can explain why the quality of Roman architecture is partially owed to the conquests.

II.

What other visual arts are popular in Ancient Rome? I can put the Greek sculpture periods in chronological order. I can give three characteristics of statues from the classical period. I can give two differences between a realistic or idealistic statue. I can explain the term idealistic in my own words. I can match the name of the Roman art form to the corresponding image. I can match an art form to its corresponding explanation.

Timeline

7.4 Guide to the exercises Lead-in Every pupil gets one of these cards, some with an image and the others with the name of a monument/building. They have to walk around and find the person who has the card that matches theirs. The cards presented below are an example of a set of 16 cards, 8 names and 8 images. You can find these cards in the appendix in chapter 8 of this teacherâ&#x20AC;&#x2122;s guide. (see 8.10)

The Colosseum

Arch of Titus

Exercise 1.1 The pupils have to complete the schedule. They have to match the picture to the correct name and then match to the corresponding description. The pupils learn the correct names for the public buildings. Then they have to cross out the wrong answer. Roman architecture is mostly useful and resembles Greek architecture.

Extra exercise After finishing exercise 1.1 and seeing some famous Roman buildings the teacher can put some focus on the condition these buildings are in today. In the PowerPoint some images have been included, both from the building today and a reconstruction. This way the pupils will be able to deduct that some of these buildings survived better than others. The teacher can point out the fact that some of them have been restored over the centuries, but others havenâ&#x20AC;&#x2122;t been. The pupils can discuss which parts of the buildings have always disappeared. More examples can always be added. Perhaps there are some local Roman buildings that can be included. The examples that are given are merely a suggestion.

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Exercise 1.2 The pupils have to analyse the buildings from exercise 1.1. They have to point out the Etruscan and the Greek elements on the images. You can do this orally in a whole-class dialogue or you can split the class group into smaller groups of three pupils each. The groups have to present the Etruscan and Greek elements of the building in front of the class.

Extra exercise You can ask pupils to find examples of these Greek and Etruscan elements in their daily lives: at school, at home, in a nearby city… Ask them to take a picture of this and to bring the picture to the next class.

Exercise 1.3 The pupils have to read a text about the Roman builders. It is about the construction of the public baths of Caracalla. Pay attention to the glossary! The words explained in this glossary are not to be learned by the pupils. It is important to go over the glossary together before the pupils do the exercise.

Adaptation You can compare the Roman and Egyptian builders. What are the main differences? Unlike common belief, the Egyptians didn’t use slaves to build the pyramids. Instead, farmers and workers were used to build these pyramids. Historians found villages close to the site of pyramids where the workers used to live during the construction.

Exercise 1.4 The pupils have to watch a video about Roman concrete. They have to put the sentences in the correct order. Enable English subtitles. You can use this link: https://www.youtube.com/watch?v=lND7_c6my30

Exercise 1.5 The pupils have to describe the pantheon by means of an observation diagram. This diagram was taken from Storia Live 2. We chose it because it is clear and elaborate. Explain that they have to use the source above to fill in this diagram. They don’t have to fill in the information that is not present in the text. Pay attention to the glossary first! The words explained in this glossary are not to be learned by the pupils. It is important to go over the glossary together before the pupils do the exercise.

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Extra exercise You can use an observation diagram for several buildings or pieces of art. We provided an example of a Greek building, the Parthenon. The blank version of this exercise can be found in the appendix in chapter 8. (see 8.11)

Describe this building by means of the observation diagram. Beschrijf dit gebouw aan de hand van het observatie schema.

The Parthenon on the Acropolis in Athens is a temple dedicated to Pallas Athena. It was mostly built using marble. The base is 72m long and 36m wide. One column is 9.5m high and has a 1.8m diameter. The corner columns are even broader.

How do I observe an item?

(1) Circle the correct answer. More than one answer is possible.

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Exercise 1.6 True or false. The pupils have to determine if a statement is true or false. They have to explain their choice. These statements are about the relationship between Greek and Roman architecture.

Exercise 2.1 This exercise is a revision of Greek art, specifically their statues. The pupils have to place the three periods in chronological order on a timeline. Then they have to analyse three statues. Each statue represents a period. The first statue is a kouros. The second statue is the Vatican Apoxyomenos by Lysippus, also known as the â&#x20AC;&#x2DC;Scraperâ&#x20AC;&#x2122;. The third statue is a statue of the Stoic philosopher Chrysippus. The pupils have to assess the posture, the emotions and the human figure of these statues. They have to cross out the wrong characteristics.

Extra exercise This exercise contains another set of images that can be used to analyse the differences between the three periods of Greek visual art. The exercises without the answers is enclosed in the appendix. (see 8.12)

Source I

Source II

Source III

POSTURE

static / dynamic

EMOTIONS

none / few / a lot

HUMAN FIGURE unnatural / idealised / realistic unnatural / idealised / realistic unnatural / idealised / realistic

PERDIOD

archaic / classical / Hellenistic archaic / classical / Hellenistic archaic / classical / Hellenistic

132

Extra exercise This exercise can be used as both a lead-in or as a revision of the Greek statues. As lead-in Ask for three volunteers. Give each pupil an image of a statue that they have to copy in front of the class. Make sure that they pay attention to the posture and the expression. These statues resemble the three different periods of Greek art. Ask the other pupils to describe the statues. After each discussed period, you can refer back to the statues that were imitated at the beginning of the lesson. As revision Three pupils come up to the front of the class. They each have to pretend to be a Greek statue. One from the archaic period, one from the classical period and one from the Hellenistic period. The other pupils have to give them instructions about how to stand, how to position their arms and legs and which expression they should have.

Exercise 2.2 The ties between the Greek and Roman art are highlighted. The pupils have a look at some Roman copies of Greek statues. Every pupil can choose or be appointed a statue which is a Roman copy of a Greek work. They have to look up information about the statue online. On the worksheet, there are some questions they need to fill in. They have to compare the date, material and artist/sculptor of the Greek original and the Roman copy.

Exercise 2.3 The Romans also developed their own style. On the worksheet, the pupils can find five Roman busts or statues. They have to divide the statues into two categories: realistic and idealistic. The pupils have to orally explain their choices. This exercise is a means to find a definition for the terms realistic and idealistic. The pupils also have to find a reason why some individuals are portrayed more idealistically rather than realistically.

Exercise 2.4 The pupils discover a variety of Roman art forms. They have to write down the correct term next to the corresponding image.

Exercise 2.5 This follows up on exercise 2.4. The pupils have to match the art form to the right description. They can use the examples from the previous exercise. Lesson schematics The pupils should be able to orally explain this schematic. It is a perfect tool to check their comprehension of the lesson content. 133

7.5 Hand-out of the PowerPoint

134

135

8 Appendix 8.1 Poster: 3.2 How to address glossaries?

136

8.2 Daily life: exercise 4.2 in chapter 4.4

137

8.3 Daily life: communicative task

138

8.4 Daily life: rubric of communicative task

139

8.5 Observation diagram

140

8.6 Entertainment in Rome: crossword puzzle

141

8.7 Entertainment in Rome: extra exercise: question-words

142

8.8 Roman religion: identity card of a source

Suetonius, in full Gaius Suetonius Tranquillus, was born in 69 AD and died after 122. He was a Roman biographer and antiquarian. He wrote De viris illustribus. This is a collection of short biographies of celebrated Roman literary figures. He also wrote De vita Caesarum, which means Lives of the Caesars. This book contained bits of gossip and scandal relating to the lives of the first 11 emperors. He became very known because of this book. . (The Editors of Encyclopaedia Britannica, s.d.)

143

144

8.9 Roman religion: rubric of communicative task

145

8.10 Roman art and architecture: lead-in

The Colosseum

Arch of Titus

Denarius with the head of Julius Caesarâ&#x20AC;Ż

Pont du Gard

146

Castel Santâ&#x20AC;&#x2122;Angelo (Engelenburcht)

Statue of Augustus

Temple of Augustus in Pula, Croatia

Roman theatre in Bosra, Syria

147

8.11 Roman architecture and art: extra exercise about Parthenon: observation diagram Describe this building by means of the observation diagram. Beschrijf dit gebouw aan de hand van het observatie schema.

148

8.12 Roman art and architecture: extra exercise about Greek visual arts Exercise Cross out the wrong answers in the grid underneath the pictures. Doorstreep het foute antwoord in de tabel onder de afbeeldingen.

Source I

Source II

Source III

POSTURE

static / dynamic

EMOTIONS

none / few / a lot

HUMAN FIGURE

unnatural / idealised / realistic unnatural / idealised / realistic unnatural / idealised / realistic

PERDIOD

archaic / classical / Hellenistic archaic / classical / Hellenistic archaic / classical / Hellenistic

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