Roman
Living
Five-Day Lesson Plan For
Elementary Latin Students
by Anne Starkey, University
of Massachusetts - Amherst
Day Three
Insulae and Aqueducts
Fifty-Minute Lesson Plan
Preparation
- Students should read the essay
on Roman Aqueducts. Click here
to read the essay.
Materials
Introduction
- Show slides and pictures of
modern apartment blocks, especially some from NYC if possible.
- Ask: Why do you (the students)
think there are so many apartment buildings in cities? What are
the benefits of such buildings? What are the drawbacks?
- Ask: What is the most common
type of housing in the town/city you live in?
- Ask: Would you be concerned
about fires and earthquakes if you lived in a tall apartment
building?
- Go over handout. Have students
alternate reading paragraphs.
Translation Exercises
- Translate Quintus domum
novam invenit (lines 1-18, pp. 20-21) and/or translate
and act out the Fabella (lines 1-46, pp. 21-22)
from Chapter 19 of The Oxford Latin Course Part II, Second
Edition.
- The Fabella mentions
Quintus fetching water from a fountain. You might want to wait
to translate the Fabella as a transition into the
information on aqueducts later in this lesson.
Show Slides and Pictures
of Insulae
- Make sure you show sample floor
plans.
- Ask: What are the insulae
that still stand today made out of?
- Ask: Why haven’t more
insulae survived?
Introduce Aqueducts
- Have students read the first
few pages of the essay
on Roman aqueducts, or handout an outline of the first
few pages depending on the grade level of your students.
- Show pictures of aqueducts,
via transparencies, books, or the web site listed above. Page
30 of Chapter 29 of the OLC has a picture of the Pont
du Gard in southern France.
- Explain the difference between
a viaduct and an aqueduct.
- Ask: Why do you think the Romans
switched from building aqueducts underground to above ground?
- Ask: Why was it necessary for
Rome to keep constructing more aqueducts?
- Explain to the students that
running water was only available on the first floor of insulae,
but private houses and villae often had adequate supplies
of water, and sometimes on second floors.
- Mention that aqueducts were
used for granary mills, mining, and irrigation.
Activity
- Have students volunteer to
build an insula on Day Five.
- Have students design floor
plans for insulae. Encourage creativity. They may add
new rooms, such as a game room.
- Have students vote on the best
design, or as a class, add rooms that students suggest. Ask the
volunteers if they want to use the plan on Day Five.
Work on Landscape
- Continue working on landscape
for the building projects. Clay, paper, heavy-duty poster-board,
corrugated cardboard, dirt (use brown sugar if worried about
bugs), paint.
Images
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Complementary
Resources
CTCWeb Resources
Unearthing
the Lost City of ABurbe-Suburbe
Catullus:
Tuffy the Tugboat meets the Brave Little Toaster
Ancient
Weddings
Maecenas:
Images of Ancient Greece and Rome
Sport
& Daily Life in the Roman World
Scratch,
Glue, Foil & Paint: Connecting Classics and the Art Curriculum
Knowledge Builders
Dress & Costume, Zeus,
Colonization, Homer's Iliad &
Odyssey,
and more.
Teachers' Companions
Dress & Costume, Zeus,
Colonization, Homer's Iliad &
Odyssey,
and more.
Other Resources
Roman
Living
Diotima: Materials for the
Study of Women and Gender in the Ancient World
Exploring Ancient World Cultures: Rome
Global Glossary Terms
- domus
- insula
- aqueduct
- hypocausta
- viaduct
- atrium
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