The Legend of Romulus and Remus

Active learning helps Year 4 students grasp the difference between myth and history by turning abstract ideas into concrete experiences. Acting out debates, building models, and discussing values make the Romulus and Remus story memorable and meaningful, not just another story to remember.

• Year 4
• History
• 3 activities
• 15 min–60 min

Learning Objectives

1. Analyze the symbolic meaning of the wolf and the Tiber River in the Romulus and Remus legend.
2. Evaluate the geographical features of Rome's location and their strategic importance for early settlement.
3. Differentiate between elements of myth and potential historical facts within the Romulus and Remus narrative.
4. Explain how the legend of Romulus and Remus reflects Roman values such as strength and divine destiny.

Formal Debate

⏱ 45 min·Whole Class

Formal Debate: Fact or Fiction?

Divide the class into two groups to argue whether the Romulus and Remus story contains any historical 'seeds' of truth or if it is entirely made up. Students use evidence about Rome's geography and early archaeology to support their points.

Prepare & details

Analyze how the myth of Romulus and Remus explained the Roman character.

Facilitation Tip: For the debate, assign roles clearly (e.g., historian, myth-believer, skeptic) and give each a one-sentence script starter to keep the discussion focused.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Inquiry Circle

⏱ 60 min·Small Groups

Inquiry Circle: The Seven Hills

In small groups, students use maps and clay to model the seven hills of Rome. They must decide, based on the myth and geographical facts, why the Palatine Hill was the best spot for Romulus to start his city.

Prepare & details

Evaluate the geographical advantages of Rome's location for its early growth.

Facilitation Tip: When building the Seven Hills model, provide only natural materials (twigs, stones) so students focus on geography rather than decoration.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 15 min·Pairs

Think-Pair-Share: Roman Values

Students identify three character traits shown by Romulus in the myth. They then pair up to discuss what these traits tell us about what the Romans thought a 'good' leader should be like.

Prepare & details

Differentiate between myths and historical facts in ancient narratives.

Facilitation Tip: During the Think-Pair-Share, give students exactly 30 seconds to share their Roman value before switching partners, to keep the energy high.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Experienced teachers use this myth to teach critical thinking, not belief. They avoid presenting the story as true history, instead framing it as a cultural narrative. Research shows that when students analyze origin stories through debate and mapping, they better understand how societies create identity. Keep the focus on ‘Why did Romans tell this story?’ rather than ‘Was it real?’

What to Expect

Successful learning looks like students confidently distinguishing myth from fact, explaining how geography shaped Rome, and linking the legend’s themes to Roman values. You’ll see them debating with evidence, pointing to maps with purpose, and using specific details from the story to support their ideas.

Watch Out for These Misconceptions

Common Misconception

During Structured Debate: Fact or Fiction?, watch for students assuming the myth was a literal belief for all Romans.

What to Teach Instead

During the debate, remind students that the myth was a cultural symbol. Ask them to compare it to modern national anthems or flags, which represent identity but aren’t scientific facts.

Common Misconception

During Collaborative Investigation: The Seven Hills, watch for students thinking Rome was always a large, stone city.

What to Teach Instead

During the Seven Hills activity, have students label their model with ‘huts’ and ‘later buildings’ to show the city’s growth over time. Point out that the huts would have been made of wood and thatch.

Assessment Ideas

Exit Ticket

After Structured Debate: Fact or Fiction?, provide students with two statements: 'The Romulus and Remus story shows Romans valued strength.' and 'Rome was built on the Tiber River because it was good for farming.' Ask students to write 'Myth' or 'Fact' next to each statement and briefly explain their reasoning for one of them.

Discussion Prompt

After Collaborative Investigation: The Seven Hills, pose the question: 'If the story of Romulus and Remus is a myth, why do you think the Romans told it?' Encourage students to discuss what the story reveals about what was important to them as a people, referencing specific parts of the legend.

Quick Check

During Think-Pair-Share: Roman Values, show students a simple map of early Rome highlighting the Tiber River and the Seven Hills. Ask them to point to the river and name one geographical advantage it offered the early settlers. Then, ask them to name one value the Romulus and Remus legend suggests was important to the Romans.

Extensions & Scaffolding

• Challenge: Ask students to research another founding myth (e.g., King Arthur, Maui) and create a Venn diagram comparing its values to Rome’s.
• Scaffolding: Provide sentence stems for the debate, such as ‘I agree/disagree because…’ and ‘The myth suggests Romans valued…’
• Deeper exploration: Have students write a diary entry from the perspective of a Roman child hearing the Romulus and Remus story for the first time, focusing on how the tale made them feel about their city.

Key Vocabulary

Myth	A traditional story, often concerning early history or explaining natural or social phenomena, that is typically regarded as fictional or as having a supernatural significance.
Legend	A traditional story sometimes popularly regarded as historical but not authenticated, often featuring a central hero or event.
Tiber River	The third longest river in Italy, flowing through Rome and historically vital for trade, transport, and fresh water.
Seven Hills of Rome	A collection of seven hills on the eastern bank of the Tiber River, forming the geographical heart of ancient Rome and providing defensive advantages.
Divine Favor	The belief that a deity or gods approve of and support a person, group, or nation, often seen as a source of power or destiny.