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• IN TH IS TEACHER ’S GU IDE •

2 Prereading Activities

3 Get Set to Read (Anticipation Guide)

4 Discussion and Writing Questions

5–6 It’s in the Reading (Reading Comprehension)

7 Everything Visual (Graphic Skills)

8 Cross-Curricular Extensions

9–12 Answer Keys to Blackline Masters

Dear Educator,

Explore the mighty ancient empirethat continues to influence ouralphabet, language, laws, and

more! While reading KIDS DISCOVERRoman Empire, your young historianswill learn about the fascinating topicsat right.

This Teacher’s Guide is filled withactivity ideas and blackline masters to help your students enjoy and learnmore from Roman Empire. Select oradapt the activities that suit your stu-dents’ needs best.

Thank you for making KIDS DISCOVERa part of your classroom.

Sincerely,

KIDS DISCOVER

P.S. We would love to hear from you! E-mail your comments and ideas [email protected]

P A G E S WHAT ’S IN ROMAN EMPIRE2–3 Remarkable Rome

What influence did the ancient Romans have on our livestoday?

4–5 The Master BuildersTemples, arches, aqueducts, bridges, and more!

6–7 The Roman ArmyWhat was life like for Roman soldiers?

8–9 Poor LifeThe dirty, noisy, and crowded life of the poor Romans

10–11 The Mediterranean A map of the lands surrounding the Mediterranean Sea,plus the legend of Romulus and Remus

12–13 Rich LifeThe city and country life of the wealthy Romans

14–15 The Romans at PlayGladiator games, chariot racing, and gossiping at publicbathhouses

16–17 The End of the Roman EmpireThe Franks, Huns, Goths, and other “barbarians” invadethe empire

18–19 Student ActivitiesLearn your Latin roots and Roman numerals, plus a wordsearch, mosaic project, and resources

Meet ing the Standards✔ World History: Era 3 ClassicalTraditions, Major Religions, and GiantEmpires, 1000 BCE-300 CE

– National Standards for History

✔ Visit www.kidsdiscover.com/standardsto find out more about how KIDSDISCOVER meets state and nationalstandards.

Teacher’s GuideTeacher’s Guide

........................... www.kidsdiscover.com ...........................KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030

ROMAN EMPIRE 1© KIDS DISCOVER

Roman Empire

Discuss ion

To get students thinking about how this topicrelates to their interests and lives, ask:

✔Has anyone ever been to Rome or watched a movieabout ancient Rome? What was it like?

✔What questions do you have about the Roman Empire?

Concept map

Explain to students thatthey will be reading

Roman Empire. Ask: What aresome words that are related tothe Roman Empire? List students’ responses on theboard. (See box below forsome terms they may suggest.) After creating a list,

ask students to group the words into categories,such as People or Places. Create a concept map bywriting Roman Empire on the board and circling it.Write the categories around the circle and draw linesbetween the ideas to show connections. Then writethe words from the list around the appropriate categories. Have students add more words to theconcept map as they read Roman Empire.

Get Set to Read (Anticipation Guide)

Copy and distribute the Get Set to Read black-line master (page 3 of this Teacher’s Guide).

Explain to students that this Anticipation Guide willhelp them find out what they know and whatmisconceptions they have about the topic. Get Setto Read is a list of statements—some true, somefalse. Ask students to write whether they thinkeach statement is true or false in the BeforeReading column. Be sure to tell students that it isnot a test and they will not be graded on theiranswers. The activity can be completed in a vari-ety of ways for differentiated instruction:

◆ Have students work on their own or in smallgroups to complete the entire page.

◆ Assign pairs of students to focus on two state-ments and to become “experts” on these topics.

◆ Ask students to complete the Before Reading col-umn on their own, and then tabulate the class’sanswers on the chalkboard, on an overheadtransparency, or on your classroom computer.

◆ Review the statements orally with the entire class.

If you predict that students will need assistancefinding the answers, complete the Page Numbercolumn before copying Get Set to Read.

Prev iew

Distribute Roman Empire and model how to preview it. Examine titles, headings, words in

boldface type, pictures, charts, and captions. Thenhave students add new information to the ConceptMap. If students will only be reading a few pagesat one sitting, preview only the selected pages.

PREREADING ACTIVIT IES

KEY TERMS✔ Julius Caesar✔ Romulus and Remus✔ Roman numerals✔ Colosseum ✔ Pantheon✔ Forum

✔ aqueduct✔ arch✔ toga✔ gladiator✔ Nero✔ The Huns

B efore distr ibut ing KIDS DISCOVER Roman Empire , act ivatestudents’ pr ior knowledge and set a purpose for reading with

these act iv i t ies.

BE WORD WISE WITH POWER VOCABULARY!

You have exclusive access to additional resources including PowerVocabulary blackline masters for every available KIDS DISCOVERtitle! These activities introduce students to 15 specialized and

general-use vocabulary words from each KiDS DISCOVER title. Workingwith both types of words helps students develop vocabulary, improvecomprehension, and read fluently. Follow the links from your Teacher’sToolbox CD-ROM and find your title to access these valuable resources:


◆ Vocabulary cards

◆ Crossword puzzle

◆ Word find

◆ Matching

◆ Cloze sentences

◆ Dictionary list


Name ____________________________________________ Date _________________

Get Set to ReadWhat do you know about the Roman Empire? In Before Reading, write true if you think the

statement is true. Write false if you think the statement is not true. Then read KIDS DISCOVERRoman Empire. Check back to find out if you were correct. Write the correct answer and the page number where you found it.

CHALLENGE: Rewrite each false sentence in a way that makes it true.

1. Roman builders invented the arch.

2. The purpose of aqueducts was todrain water from roads.

3. The Roman army used catapults tothrow spears at enemies.

4. Everyone in ancient Rome lived incomfortable, well-built homes.

5. Legend says that Rome was foundedby Romulus and Remus, twins raisedby a wolf.

6. Both boys and girls went to schoolin ancient Rome.

7. The Colosseum was used for chariotraces.

8. Public bathhouses were popularmeeting places in ancient Rome.

9. Wealthy Romans who did not participate in their governmenthelped bring about its downfall.

10. Tribes from outside the RomanEmpire were unable to defeat thepowerful Roman army.

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Before Reading After Reading Page Number


Pages 2–3The Roman Empire influenced many areas of our

lives, including the laws we use today. Ask:

✔ Why do you think we continue to use the Romanidea that no person can be found guilty of a crimeuntil the facts have been examined and the accusedhas had the right to defend himself or herself beforea judge?

Pages 4–5✔ Do you know of any buildings that have arches or

domes? What does the building look like? What isit used for?

Pages 6–7Roman soldiers served in the army for 25 years.

Ask:

✔ What are the advantages and disadvantages ofbeing a career soldier?

Pages 8–9 and 12–13In ancient Rome, there were great differences

between the lives of the rich and the lives of thepoor. Ask:

✔ Do you think there is a great difference todaybetween how the rich and the poor live? Explain.

✔ Do you think it would be a better world if wealthwere more equally distributed? Explain. What aresome pros and cons? How could this be done?

Pages 10–11The legend of Romulus and Remus is described

on pages 10-11. Ask:

✔ Why do you think the Romans and other cultureshave legends for how cities, landforms, and theworld were created?

✔ What are some other legends, such as NativeAmerican legends, that tell of how landforms andother natural things were created?

ages 12–13Ancient Romans ate

some things thataren’t often found onmodern dinnertables—for example,baked mouse, roasteddeer, and boiledostrich. Today, peoplein various parts of theworld eat liver, brains,and grasshoppers, toname just a few“uncommon” foods.Ask:

✔ Do you find any of those foods not suitable for eat-ing? Why? How do you think we will be judged—interms of the foods we eat—2,000 years from now?Explain.

Pages 14–15When people in ancient Rome had an afternoon

or evening out, they might go to a play, attend aconcert, go to a public bath, see a gladiator contest,or watch chariot races. Ask:

✔ If you lived in ancient Rome, which of these pas-times would you most enjoy? Why?

Pages 16–17Historians believe one reason the Roman Empire

fell was that the emperors and politicians plottedagainst each other rather than uniting. Ask:

✔ Why do you think the Roman emperors plottedagainst each other?

DISCUSSION & WRITING QUESTIONS

Use the fo l lowing quest ions as ora l d iscuss ion s tar ters or forjourna l ing. For addi t iona l in -c lass d iscuss ion and wr i t ing

quest ions , adapt the quest ions on the read ing comprehens ionblack l ine masters on pages 5 and 6.

Give students

opportunities toearn extra creditby reading andsummarizing a

KIDS DISCOVERissue.



It’s in the ReadingAfter reading KIDS DISCOVER Roman Empire, choose the best answer for each question.

Fill in the circle.

1. Both Trajan and Hadrian _____.❍ A. made unwise decisions❍ B. were corrupt rulers❍ C. promoted artistic achievement❍ D. were unremarkable leaders

2. The earlier invention that made the invention of the dome possible was_____.

❍ A. the arch❍ B. concrete❍ C. the aqueduct❍ D. the column

3. A small army group of about 80 men was called a _____.❍ A. legion❍ B. catapult❍ C. century❍ D. centurion

4. The purpose of a battering ram was to _____.❍ A. protect a group of soldiers❍ B. break down an enemy city’s gates❍ C. send spears into an enemy army❍ D. carry the soldiers’ backpacks

Find your answers on the pages shown in the book icon next to each question.

Name ____________________________________________ Date _________________

2 3

4 5

6 7

6 7

5. The poor often ate food from stalls on the street because _____.❍ A. the food was free❍ B. it was a form of entertainment for them❍ C. they were required by law to do so❍ D. their apartments had no kitchens

8 9


6. Judging by the map of the Roman Empire, you could say that theRomans probably ____.

❍ A. did not have good transportation❍ B. were good sailors❍ C. feared traveling to distant places❍ D. had invented some form of railroad

10 11

7. In the Roman Empire, togas were worn _____.❍ A. by both men and women❍ B. only by poor people❍ C. mostly by wealthy men❍ D. only by women

8. Judging by the lifestyle of wealthy Romans, you could say that ancientRome was a society that _____.

❍ A. had no respect for law❍ B. enjoyed material possessions ❍ C. emphasized equality for everyone❍ D. did not provide many opportunities to succeed

9. The main events held at the Circus Maximus were _____.❍ A. chariot races❍ B. gladiator games❍ C. concerts❍ D. political rallies

12. What do you think the most important contribution made to civilizationby the Roman Empire was? Explain why.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

12 13

12 13

It’s in the Reading (continued)


10. The Huns had a nomadic lifestyle. This means they _____.❍ A. were metalworkers❍ B. were farmers❍ C. had no permanent homes❍ D. attacked other peoples

14 15

16 17

11. One reason barbarians were able to conquer the Roman Empire wasthat ____.

❍ A. the Roman army was weak❍ B. the barbarians were wealthier than the Romans❍ C. Roman leaders did not unite against them❍ D. the Roman emperor moved the capital away from Rome

16 17

Name ____________________________________________ Date _________________

Everything VisualMaps may show small or large areas. Some of the areas they show are cities, countries,

regions, continents, and the entire world. Maps can help you understand political divisions suchas countries or empires. Study the map of the Roman Empire on pages 10–11. Then answer thequestions.

1. Which continents had regions that were part of the Roman Empire?

______________________________________________________________________________

______________________________________________________________________________

2. What was the Roman name for the large region of North Africa due south of Sardinia?

______________________________________________________________________________

3. Name five present-day European countries that were included in the Roman Empire.

______________________________________________________________________________

______________________________________________________________________________

4. What was the Roman name for the capital of Britain?

______________________________________________________________________________

5. In what body of water are Corsica, Sardinia, and Sicily located?

______________________________________________________________________________

6. Describe two ways the Romans could have traveled from Rome to Athens.

______________________________________________________________________________

______________________________________________________________________________

7. Do you think Rome was a good location for Roman leaders to rule their empire? Explain why or why not.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Math, H is toryIntroduce students to Roman numerals. (See page

18 of the issue.) Have students practice reading andwriting a few small and large numbers. Next, askstudents to name significant events in history, suchas the end of the Roman Empire, the signing of theDeclaration of Independence, or the landing of thefirst man on the moon. Write these events on theboard. Secretly assign one event to each student.Each student should then research the year theevent took place and write this year in Romannumerals. Have students take turns putting theirdates on the board. The rest of the class first figuresout the date and then tries to match it to a majorevent from the list.

Geography, H is toryHave students locate Rome, Greece, North Africa,

Spain, the Middle East, and Britain on a map orglobe to become familiar with the territory of theRoman Empire. Students should then researchwhen Roman control began and ended in theseareas, the names of the regions before, during, andafter the Roman Empire, and compare the names tothe modern English names of these countries andthe names in each county’s native language.

Socia l Stud iesMake a class time line that goes from 500 B.C. to

A.D. 500. Ask students to research ten events thathappened between these dates around the world.Give students ten index cards or pieces of paper onwhich they should write one or two sentences abouteach event. Ask students to read their sentencesaloud and place them along the time line in theappropriate location.

Language Arts , Ar tAsk students to pretend that they are visiting

ancient Rome and are sending a friend a postcard.Discuss with students what types of images appearon postcards and what people usually write onthem. Give students blank index cards and ask themto draw an appropriate picture on the front andwrite a greeting to afriend on the back.Encourage them toinclude details about thesights, smells, andsounds they wouldencounter in ancientRome. For fun, studentscan even write the num-bers in the address inRoman numerals!

Language ArtsPublius Syrus, who lived in the first century A.D.,

is credited with many thought-provoking maxims,or sayings. Write three of his maxims on the board:

To do two things at once is to do neither.

We desire nothing so much as what we ought notto have.

It is a very hard undertaking to seek to pleaseeverybody.

Ask students to select one of these sayings, andwrite a brief explanation of what it means to themand whether they agree or disagree with it. Studentsshould also include a description of a real or fiction-al situation when the saying fits.

CROSS-CURRICULAR EXTENSIONS

H ave students t ry these act iv i t ies to expand the i r knowledgeand interest in the Roman Empire .



Give students

the chanceto develop a board

game with theinformation thatthey learned in aKIDS DISCOVER

issue.

Name ____________________________________________ Date _________________

Get Set to Read What do you know about the Roman Empire? In Before Reading, write true if you think the

statement is true. Write false if you think the statement is not true. Then read KIDS DISCOVERRoman Empire. Check back to find out if you were correct. Write the correct answer and the page number where you found it.

CHALLENGE: Rewrite each false sentence in a way that makes it true.

1. Roman builders invented the arch.used the arch, which had beenused by earlier peoples.

2. The purpose of aqueducts was todrain water from roads carry freshwater to Roman communities.

3. The Roman army used catapults tothrow spears at enemies.

4. Everyone in ancient Rome lived incomfortable, well-built homes. Poorpeople lived in dirty, crowded,poorly constructed buildings.

5. Legend says that Rome was foundedby Romulus and Remus, twins raisedby a wolf.

6. Both boys and girls went to school inancient Rome.

7. The Colosseum was used for chariotraces gladiator games.

8. Public bathhouses were popularmeeting places in ancient Rome.

9. Wealthy Romans who did not participate in their governmenthelped bring about its downfall.

10. Tribes from outside the RomanEmpire were unable able to defeatthe powerful Roman army.

False

False

True

False

True

True

False

True

True

False

p. 4

p. 5

p. 7

p. 8

p. 11

p. 13

p. 14

p. 14

p. 17

p. 17

Before Reading After Reading Page Number

ANSWER KEY


Name ____________________________________________ Date _________________

It’s in the ReadingAfter reading KIDS DISCOVER Roman Empire, choose the best answer for each question.

Fill in the circle.

Find your answers on the pages shown in the book icon next to each question.

ANSWER KEY


1. Both Trajan and Hadrian _____.❍ A. made unwise decisions❍ B. were corrupt rulers● C. promoted artistic achievement (comparison)❍ D. were unremarkable leaders

2. The earlier invention that made the invention of the dome possible was_____.

● A. the arch (sequence)❍ B. concrete❍ C. the aqueduct❍ D. the column

3. A small army group of about 80 men was called a _____.❍ A. legion❍ B. catapult● C. century (word meaning)❍ D. centurion

4. The purpose of a battering ram was to _____.❍ A. protect a group of soldiers● B. break down an enemy city’s gates (details)❍ C. send spears into an enemy army❍ D. carry the soldiers’ backpacks

2 3

4 5

6 7

6 7

5. The poor often ate food from stalls on the street because _____.❍ A. the food was free❍ B. it was a form of entertainment for them❍ C. they were required by law to do so● D. their apartments had no kitchens (cause and effect)

8 9

6. Judging by the map of the Roman Empire, you could say that theRomans probably ____.

❍ A. did not have good transportation● B. were good sailors (inference)❍ C. feared traveling to distant places❍ D. had invented some form of railroad

10 11

It’s in the Reading (continued)


Answers will vary. Students might mention law, architecture, or thealphabet.

7. In the Roman Empire, togas were worn _____.❍ A. by both men and women❍ B. only by poor people● C. mostly by wealthy men (draw conclusions)❍ D. only by women

8. Judging by the lifestyle of wealthy Romans, you could say that ancientRome was a society that _____.

❍ A. had no respect for law● B. enjoyed material possessions (draw conclusions)❍ C. emphasized equality for everyone❍ D. did not provide many opportunities to succeed

9. The main events held at the Circus Maximus were _____.● A. chariot races (details)❍ B. gladiator games❍ C. concerts❍ D. political rallies

12. What do you think the most important contribution made to civilizationby the Roman Empire was? Explain why.

12 13

12 13

10. The Huns had a nomadic lifestyle. This means they _____.❍ A. were metalworkers❍ B. were farmers● C. had no permanent homes (word meaning)❍ D. attacked other peoples

14 15

16 17

11. One reason barbarians were able to conquer the Roman Empire wasthat ____.

❍ A. the Roman army was weak❍ B. the barbarians were wealthier than the Romans● C. Roman leaders did not unite against them (cause and effect)❍ D. the Roman emperor moved the capital away from Rome

16 17

ANSWER KEYName ____________________________________________ Date _________________

Everything VisualMaps may show small or large areas. Some of the areas they show are cities, countries,

regions, continents, and the entire world. Maps can help you understand political divisions suchas countries or empires. Study the map of the Roman Empire on pages 10–11. Then answer thequestions.

1. Which continents had regions that were part of the Roman Empire?

2. What was the Roman name for the large region of North Africa due south of Sardinia?

3. Name five present-day European countries that were included in the Roman Empire.

4. What was the Roman name for the capital of Britain?

5. In what body of water are Corsica, Sardinia, and Sicily located?

6. Describe two ways the Romans could have traveled from Rome to Athens.

7. Do you think Rome was a good location for Roman leaders to rule their empire? Explain why or why not.

Europe, Africa, Asia

Numidia


Answers may include Britain, Spain, France, Germany, Italy, Greece

Mediterranean Sea

Londinium

They could have traveled by land, going north and then south. Or they could have traveledsouth to the coast of Italy and then sailed to Greece on the Mediterranean.

Possible answer: It was centrally located. It would have been convenient to travel by land orsea to the rest of the empire.

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