History · Year 4

Active learning ideas

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.

• National Curriculum Attainment Targets
• KS2: History - The Roman Empire and its Impact on Britain

• 15–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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.

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.

What to look for

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.

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

A few notes on teaching this unit

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?’

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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Methods used in this brief

• Formal Debate
• Inquiry Circle
• Think-Pair-Share