Create charts with the headings "Greece" and "Rome" and five additional rows. They should label the rows with the following terms: houses, clothing, food, tools, and water. Research



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Create charts with the headings "Greece" and "Rome" and five additional rows. They should label the rows with the following terms: houses, clothing, food, tools, and water.
Research to find out how the Greeks and Romans used their natural resources and altered the landscape to build houses, make clothing, get food, make tools, and obtain water. Focus on how the people used and changed the environment (e.g., agriculture and aqueducts) rather than factors of daily life unrelated to land use (e.g., clothing styles). Have them fill in their charts with information they find at the following Web sites or other resources:




Greece

Rome

houses







clothing







food







tools







water







. Have them fill in their charts with information they find at the following Web sites or other resources:

Greece


http://carlos.emory.edu/ODYSSEY/GREECE/home.html
Greeks, Etruscans and Romans intertwined
http://www.pbs.org/empires/thegreeks/htmlver/
Rome

Emory University: (Ancient) Rome—Daily Life
University of Vermont: Daily Roman Life
Greece and Rome:

Dr. Dig: Questions About Greece and Rome

The History of Plumbing –Roman and English Legacy (also contains some information about Greek plumbing and baths)
Closing:

Ask students to look carefully at their charts and to describe the similarities they notice between the two civilizations. Ask them to describe the things that they think the Romans may have borrowed from the Greeks and the ways the Romans changed the things they borrowed to suit their own needs.

Suggested Student Assessment:

Give each student a blank map of Greece . Ask students to illustrate the map with examples of ways the ancient Greeks made use of their natural environment. Their maps should include at least five illustrations.

Have students write numbers next to each picture on the map and create a key on another piece of paper. In the key, they should describe each illustration and explain what it shows about how the Greeks used their natural environment and resources.

Have students create another key that addresses Roman land use activities. The descriptions in this second key should explain the following: whether the Romans used the land in this way, just as the Greeks did; if not, what did the Romans do differently?

Have students write sentences answering the question "Which land use practices do you think the Romans borrowed from the Greeks?"

Extending the Lesson:

Have students continue their research to find out how another ancient civilization (e.g., Mesopotamia or the Mayan civilization) used their land and natural resources. Ask them to write paragraphs comparing and contrasting that civilization's land use with that of the ancient Greek


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