History · 6th Class · Early People and Ancient Societies · Summer Term

Republic to Empire: Life in Ancient Rome

Journey to Ancient Rome to learn about its powerful army, incredible engineering feats like aqueducts, and the daily lives of its citizens, from senators to gladiators.

TL;DR:Take your class on a journey to one of history's most powerful empires. This topic uncovers the secrets of the Roman army's success, the genius behind their city-building, and the dramatic differences between the rich and poor.

• NCCA Curriculum Specifications
• NCCA: Primary School Curriculum, History - Strand: Early people and ancient societies

About This Topic

This topic, 'Republic to Empire: Life in Ancient Rome', aligns with the 'Early Peoples and Ancient Societies' strand of the SESE History Curriculum for 6th Class. It offers pupils a fascinating look into one of the most influential civilisations in world history, providing a crucial link between the ancient world and the development of modern Europe. The study of Rome builds upon pupils' prior knowledge of societies like the Ancient Egyptians or the Celts, allowing for rich comparisons in terms of governance, technology, and social structure. By exploring the Roman army's role in conquest, the genius of their engineering, and the stark contrasts in daily life, pupils will develop key historical skills. They will learn to analyse primary and secondary sources, understand cause and effect, and appreciate the lasting legacy of Rome on our language, laws, and architecture.

The curriculum encourages an understanding of change over time, and the transition of Rome from a Republic to an Empire serves as a perfect case study. Pupils will investigate how this political shift impacted Roman society. Furthermore, the topic provides ample opportunity for cross-curricular links, particularly with Science (engineering principles of aqueducts), Art (mosaics and sculpture), and English (the Latin roots of words). This exploration will help pupils in Ireland understand the foundational layers of Western civilisation and recognise the Roman influence that shaped the neighbouring island of Britain and, through trade and cultural exchange, touched upon Ireland itself.

Key Questions

1. Explain the importance of the Roman army in the expansion and maintenance of the Empire.
2. Analyse the impact of Roman engineering on daily life in the city of Rome.
3. Compare the lives of a wealthy Roman patrician and a poor plebeian.

Learning Objectives

• Describe the structure and key tactics of the Roman army.
• Identify key Roman engineering achievements, such as aqueducts and roads, and explain their purpose.
• Compare and contrast the daily lives, housing, and rights of patricians and plebeians.
• Explain the roles of different figures in Roman society, including senators, gladiators, and slaves.
• Locate Rome and key territories of the Roman Empire on a map of Europe.

Key Vocabulary

Republic	A system of government where the country is considered a 'public matter', not the private concern of a ruler. Power is held by elected officials rather than a king or queen.
Empire	A large group of countries or territories ruled over by a single monarch or a powerful state, often an emperor.
Aqueduct	A man-made channel, often built like a bridge, used to carry water over long distances into cities.
Patrician	A member of the wealthy, land-owning upper class in Ancient Rome who held most of the political power.
Plebeian	A common person in Ancient Rome; a member of the lower social classes, including farmers, merchants, and craftsmen.
Legion	The largest unit of the Roman army, made up of around 5,000 heavily armed foot soldiers called legionaries.

Watch Out for These Misconceptions

Common Misconception

All Romans lived in luxurious villas and attended lavish banquets.

What to Teach Instead

This was true only for the very wealthy patrician class. The vast majority of Romans were plebeians who lived in cramped, noisy, and often dangerous apartment blocks called 'insulae', which had no running water and were prone to fire and collapse.

Common Misconception

Gladiators always fought to the death.

What to Teach Instead

While gladiatorial combat was brutal, it did not always end in death. Gladiators were expensive to train and maintain, so they were valuable assets. Referees often stopped fights, and a defeated gladiator could be spared if the crowd or emperor wished it.

Common Misconception

Julius Caesar was the first Emperor of Rome.

What to Teach Instead

Julius Caesar was a powerful general and dictator who played a key role in the end of the Roman Republic, but he was never officially an emperor. His adopted son, Octavian, became the first emperor and took the name Augustus.

Active Learning Ideas

Formal Debate

Build a Roman Aqueduct

In small groups, pupils use simple materials like cardboard tubes, plastic bottles, tape, and clay to design and build a model aqueduct. The challenge is to transport water from a higher point to a lower point across a small gap without any leaks.

45 min·Small Groups

Formal Debate

A Day in the Life Diary

Pupils choose a Roman persona (e.g., a wealthy senator's child, a poor plebeian baker, a gladiator, a legionary soldier) and write a diary entry describing a typical day. They should include details about their home, food, work or school, and leisure activities.

40 min·Individual

Formal Debate

Roman Army Drills

Take the class to the school hall or yard to practise Roman army formations. Pupils can work together to form a 'testudo' (tortoise) formation using cardboard shields or even their schoolbags to defend against 'attacks' (soft balls).

30 min·Whole Class

Real-World Connections

• The principles of Roman law, such as 'innocent until proven guilty', are a foundation for many modern legal systems, including Ireland's.
• Many modern European languages (French, Spanish, Italian) evolved from Latin, and thousands of English words have Latin roots.
• Roman engineering innovations like the arch, the dome, and the use of concrete are still fundamental to modern architecture and construction.
• The layout of many European cities is still based on the grid plan of the original Roman military camp or town.
• Our modern Gregorian calendar is a reformed version of the Julian calendar, which was introduced by Julius Caesar in 45 BC.

Assessment Ideas

Exit Ticket

Exit Ticket: At the end of a lesson, pupils answer two questions on a slip of paper: 'What was the most surprising thing you learned about Roman engineering today?' and 'What is one question you still have?'

Peer Assessment

Create a 'Roman Life' project. Pupils can choose to build a model of a 'domus' or an 'insula', create a poster detailing the life of a gladiator, or write a report on the Roman army.

Quick Check

Pupils use a 'two stars and a wish' method to review their 'Day in the Life' diary entry. They identify two things they did well (e.g., included key vocabulary) and one thing they could improve.

Frequently Asked Questions

Did the Romans ever come to Ireland?

While the Romans conquered most of Britain, there is no strong evidence that they ever invaded or settled in Ireland, which they called 'Hibernia'. However, Roman artefacts found in Ireland suggest there was significant trade and contact between Roman Britain and Irish tribes.

What did the Romans do for us?

The Romans left a huge legacy. They gave us ideas about law and government, engineering concepts like the arch and dome, incredibly straight roads, central heating, concrete, and the basis for our modern calendar. Also, their language, Latin, is the root of many English words.

Why was the Roman army so successful?

The Roman army was successful due to its excellent organisation, strict discipline, and advanced training. They were masters of engineering, able to build bridges, forts, and siege weapons quickly. Their flexible tactics and famous formations, like the 'testudo', made them a formidable force.