Life in Rome held various forms of entertainment for it's citizens.  One of the most brutal were the games in the Colosseum.  These games were not only for the entertainment  of the masses, but they became a political tool of the emperor to keep his power.  The study of the gladiators and the Games is both interesting and horrifying.  Students will come out of this unit with a good understanding of the gladiators, the Games of the Roman Colosseum and the impact it had on Rome.

Subject: Ancient Rome
Topic: Roman Gladiators In The Colosseum.
Grade Level: 6th
Student web site

Sixth Grade
Social Studies: WORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome

A.Identify the location and describe the rise of the Roman Republic, including the    importance of such  mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.

B.Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

C. Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire. 

D.  Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.

E.  Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law 

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1. Students will be able to write a day's  journal entry (at least one page in  length) about a typical day at the Colosseum, from the point of view of a spectator or a gladiator. They will use vivid imagery and facts they have learned to give the reader a realistic flavor of the times.
2. Students will be able to compare and contrast the Roman Gladiators to today's modern boxing matches or football games.
3. Students will be able to locate the city of Rome on a map and identify some of the geographical areas that gladiators may have come from.
4. Students will be able to describe by words or a labled sketch the Roman Colosseum and its major architectural features. This is to be included in the brochure as explained below..
5. Students will be able to explain the importance of the games to various emperors and how they impacted the politics of the time.  This will be done during a short answer worksheet.
6. Students will create a brochure about the games in the Coloseum.  They are to depict  the various types of gladiators, armor, and weapons used. This brochure should be in the form of 6 panels.  One panel of the brochure should be focused on Christians and how they were persecuted.

Introductory Activities (about 1 hour)
  1. Students will view a short (non-gory) scene of gladiator combat or training  from the films Spartucus and The Gladiator.

  2.  Class disscusion over the brief film clips. Possible topics... clothing, weapons, armor, the crowd, the Colosseum, etc.

3.  Students will then write a journal entry taken from the view of a gladiator or spectator. They are to describe the scene in the arena using the information they viewed on the film clips.

Enabling Activities (about 5 hours plus homework) 
 1.  Students will listen to the teacher read "A Day At The Games"  (pp. 54-72)  from the book Gladiator by Richard Watkins. Students are required to take notes during this. These notes should be used to create their brochure. (this should take about 45 minutes)

  2.  Students will begin working on their brochures as they await their turn to use the internet.

  3.  The students will visit the web site listed about the gladiators. " Gladiators, Rome's Prisoners of Blood and Iron".Students will take notes as they  view and read the information. They will also work on filling  in a map of the Roman Empire as they browse the listed sites.

  4.  Using their notes, students will use a T-chart to compare and contrast gladiators to modern day boxers or football players.

  5.  Students will read a handout on the politics of Rome and a few selected emperors. They will then complete a worksheet to answer questions on this topic. (This can be assigned as homework)

Students will complete and polish their brochures. They should share them with another student for proof reading help and suggestions. After completing this they will turn in this project for grade.

AssessmentI
Students will be graded subjectively on the following criteria using a point scale.  Neatness (1-5) , creativity (1-5), information shown (1-20), completeness of requirements (1-10), spelling (1-5), and mechanics (1-5).  Students will need to demonstrate basic facts about the gladiators (equipment, training, weapons, combat) major architectural features of the Colosseum, and understanding of how Christians were persecuted and it's results. 

Introductory Activity

Link to student web site 

Enabling Activity
T-Chart

Map of Rome

Pre-Test

Students view the website "Gladiators, Rome's Prisoners of Blood and Iron".

My Power Point Presentation

Culminating Activity
Brochure Rubric

Gladiators, Rome's Prisoners of Blood and Iron
Roman Clip Art
Roman Arms and Armor
Roman websites collection from the University of Kansas
Internet Ancient History Sourcebook