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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
1. The birth of ancient Rome civilisation
Activity
2. Knowing the facts
Carefully read the relevant information in this text, and then find the
answers.
Was Rome founded by children of a she-wolf?
Answer: (Reasoning based on facts would be acceptable.)
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
I.
Class:
( ) Day
Month
The Political Structures of Ancient Greece and Ancient Rome
Use information A, B and C in the database to fill in the blank spaces in the form and
hold group discussions.
Database
Information A: Athens




Athens was the first place in the world to establish
democracy;
In the 5th century BC, all male citizens aged 18 or
older are entitled to hold an assembly to discuss the
affairs of the city state and formulate laws,
however, women, foreigners and slaves do not have
the right for participation.
The assembly elects a council of 500 members to
take responsibility for implementing the laws.
Important matters of the city state are decided
through voting by a show of hands.
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
Information B: Sparta



Sparta was ruled by a "diarchy", with two kings
serving concurrently, and this became a hereditary
system for two family clans.
The people of Sparta also had an assembly, but it
was merely a forum for pledging allegiance to the
rulers.
The Spartans espouse (love) military might, and
enforced a strict system of militarist education.
Information C: Ancient Rome


In 509 BC, the Romans
abolished
monarchy.
Two consuls were elected
by the senate constituting
Patricians to jointly govern
the state.
Later, common people, or
plebeians can form an
Assembly to represent
their interest, and they
could take part in making
the law.
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S1 Worksheet (Teacher’s Copy)
History & Culture
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
(1) Comparison of political institutions and citizens’ rights in ancient
Greece and ancient Rome
Citizens’ rights
Political institutions
Ancient Greece Athens had a system of
political forums, and the
citizens had governance
right .
Only free men had the right to
take part in the Assembly.
Sparta is ruled by king, the
Citizens of Sparta had no
people had to swear allegiance political participation right.
to their kings.
Ancient Rome Rome was a Republic; its
Plebeians and patricians had
consuls were nominated by the no governance right.
senate.
The Plebeians had the right
to take part in election and
political forum, but with limited
power.
(2) Group discussion:
(a) If a comparison was made to modern democracy, did the citizens of Athens
have true democracy?
(Answers with reasoning based on facts would be acceptable.)
_____________________________________________________________
_____________________________________________________________
______________
(b) The Senate and the Assembly of the Roman Republic evolved into the
bicameral parliamentary systems of Great Britain and the US in the present
day, try to fill in the correct names in the blank spaces below:
Rome
UK
USA
Senate
The House of Lords
The House of
Commons
The Senate
Assembly
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Congress
S1 Worksheet (Teacher’s Copy)
History & Culture
Topic 4 – Life in ancient Rome
Rome
Name:
Year
II.
Class:
( ) Day
Month
Economic Life in Ancient Greece and Ancient Rome
Activity
6 Experiencing economic life in the city state of Greece
You are a junior secondary school student. By chance, you are given the opportunity
to take a ride on a time machine travelling back to the era of ancient Greece . This
experience will last for two months; you will be living and working in one of the city
states. The following are some of the people you will befriend with in the time of
ancient Greece while you are living in different cities. What choice will you make?
Athenian
Spartan
Name: Tatar
Sex: Male
Age: 22
Schooling: Only simple writing.
Occupation: City state soldier
Income: Main income comes from
agriculture and livestock farming, slaves
are doing the farm work. No commercial
activities.
Personality: Very brave and heroic in
battles; likes to live a simple life.
Living environment: Residing in an
inland area with no seaport.
(i)
Name: Athenin
Sex: Male
Age: 27
Schooling: Capable of different skills and
knowledge.
Occupation: At first working as a craftsman,
later on, started selling goods he produced to
other countries in large quantity; he has now
become a merchant.
Income: Due to his ability in choosing the right
occupation, his income is higher than most
other people.
Personality: Likes arts, enjoys exchanging
ideas and debate.
Living environment: Living in the biggest city
in Greece, located near a most well-developed
maritime trading port.
Will you choose to live in Sparta or Athens? And why?
Students may write their own answers.
`
(ii)
Can you describe the main economic activities of the Spartans based on the
above information?
The main activity of the Spartans is agriculture, and they do not conduct
commercial activity. They live a very simple life
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
(iii) Can you describe the main economic activities of the Athenians based on the
above information?
The Athenians are mostly craftsmen and merchants. Because Athens has a
good natural harbour, hence it has well-developed maritime trade.
III.
Greek and Roman Religious Beliefs
Introduction:
Polytheism is the religion of ancient Greece. The ancient Greeks created many mythologies
to explain the birth of the cosmos and the origins of the Gods. And the religion of ancient
Rome in the early periods was deeply influenced by ancient Greece, with many deities being
directly transplanted from Greek mythologies, and the Romans merely renamed them. It was
not until the time of Emperor Constantine I that Rome gradually changed from believing in a
multitude of Gods to the Christian faith.
1. Knowing the facts about religions in ancient Greece and ancient Rome
Database
Information a:
As the ancient Greeks believed in many Gods, they considered all things have
spirits, and the principal Gods reside in Mt. Olympus in the north. They all have a
human-like appearance and each have their own personality, they would argue,
envy, anger, love, hate, or even go to war, each of them would be engaging in
different affairs. Moreover, each city state has its own temple.
The ancient Greeks would have many different ways to appease the Gods, such as
religious festivities, making offerings to the Gods, staging sporting games (e.g.,
the Olympics Games), or presenting theatrical performance to eulogise the Gods
and holding other ceremonial rituals.
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
Information b:
The religion of the early Roman period was a kind of polytheism which has many Gods. The deities they
worshipped were basically the same as that of the ancient Greeks, and only the names have been
changed. The principal God of the ancient Greeks Zeus is renamed Jupiter by the Romans. Rome’s
Cupid Venus is in fact Aphrodite of the ancient Greeks. The Romans built a dedicated temple for each of
the deities to be headed by a priest and priestess. People regularly go to the temples to conduct
ceremonial rituals seeking advice from the Gods and praying for blessing.
The ancient Romans had a fearing respect for the Gods, and they frequently made offerings to the Gods.
Moreover, they were also quite willing to accept the gods and religious beliefs of the territories they
conquered and merging these into their own religious faith.
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
Information c:
Status: The principal God
Power: He is the god of the sky,
rain and cloud.
Weakness: Un-devoting, loving
many women.
Zeus
Athena
Status: Daughter of Zeus
Power: Wisdom, goddess of war.
Personality: Intelligent, beauty, belligerent.
Apollo
Status: Son of Zeus
Power: God of the Sun
Personality: Kind-heartedness
Hera
Status: Wife of Zeus
Personality: Jealousy
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Activity
Class:
( ) Day
Month
1. Topics of discussion
1. Try to use Information a: and Information b: to describe in what ways ancient
Roman religious belief differ to ancient Greek religious belief.
The ancient Romans had a fearing respect to the Gods, moreover, they were also
quite willing to accept the gods and religious beliefs of the territories they
conquered and merging these into their own system of religious faith.
2. Describe the characteristic traits of the Gods of ancient Greece and ancient
Rome according to the information in a, b and c, giving examples to support your
answer.
As the ancient Greeks believed in many Gods, they considered all things have
spirits, the Gods have human-like appearance and each have their own
personality, they would argue, envy, anger, love, hate, or even go to war, each of
them are engaging in different affairs.
3. Describe the relationship between religious belief and the Olympic Games
according to Information a, Information b.
The ancient Greeks would have many different ways to appease the Gods, and
the purpose of the Olympic Games is to praise the god Zeus.
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Activity
Class:
( ) Day
Month
2. Collecting Information
Find a picture of a famous temple of ancient Greece or ancient Rome, and write a
caption.
(Answers with reasoning based on facts would be acceptable.)
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
2. From polytheism to monotheism
Beginning in the first century AD, a new religion – Christianity had started to come to
prominence within the territory of the Roman Empire. Because of the monotheism
belief of the Christian followers and their message of equality and universal love, they
are not tolerated by the rulers of the Roman Empire at the time, they suffered all kinds
of persecutions, and many were killed for their faith. Only by 313 AD did Constantine
the Great finally recognise the legitimate status of the Christian religion.
Activity
1. Studying the map
The missionary route of Paul
羅馬
Rome
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
希臘
馬爾他
地中海
黑海
小亞細亞
塔爾蘇斯
耶路撒冷
猶太
紅海
Greece
Malta
Mediterranean Sea
Black Sea
Asia Minor
Tarsus
Jerusalem
Judea
Red Sea
基督教的世界
保羅前往羅馬的離線
西元 100 年時的基督教會所在地
西元 300 年時基督教佔優勢的地方
The Christian world
The route of Paul’s journey to Rome
Site of Christian church in 100 AD
Region dominated by Christianity in 300
AD
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Activity
Class:
( ) Day
Month
2. Reading information
“The spread of Christianity to Western Europe – From rejection to acceptance”
The period from the birth of Jesus Christ to the time when Christianity formally
became the state religion of the Roman Empire, took nearly 400 years. The
Christian religion was initially viewed with hostility and persecuted by Roman
rulers. The main reason was that Christianity is a monotheism religion which does
not accept the worship of other deities. In the early days Christians were often
persecuted for the reason that they were against any form of idol worship. This
undoubtedly constituted a grave threat to the Roman regime.
Roman rulers showed no mercy for anyone refusing to respect its supremacy; this
was no exception for the Christians. The Christian religion was branded an evil
cult, and countless Christian followers were persecuted. Some of them were put
inside the arenas and left to be torn apart alive and eaten by ferocious wild
animals. Worse still, some were used as a giant candle stick by the emperor, to be
burnt alive lighting up the amusement grounds of the elite nobilities. In order to
strike at the Christian religion, natural disasters happening at the time within the
Empire, such as epidemic plague, fire, flood, were all blamed on the Christian as
the root cause of these calamities, and the mob is even encouraged to inflict harms
to Christian followers.
Under a series of persecutions and pressures, the number of Christian followers
did not decrease, but it even touched the hearts of more and more people and
hence they would want to become Christian. Naturally, the dying and sacrifice of
the Christian followers had no effects on the rulers of the Empire; however, the
fate of Christianity in the Roman Empire took a dramatic turn because of Emperor
Constantine I.
On one occasion, as he was leading his troops, Constantine I saw a sign in the sky
directing him to use a giant cross as his insignia. He was subsequently victorious
in battle. Later, after he became emperor of Rome he fulfilled his pledge to be
baptised as Christian.
In addition, since around the second century AD, more and more rich and famous
people started to become Christians, so the majority of Christians are no longer
poor ordinary people. The Church itself also adopted more moderate strategies
calling for its followers to be tolerant and to love one’s foe. In view of this, the
rulers of Rome also adopted different attitude toward the Christian Church. In 393
AD, the Christian faith formally became the state religion of Rome.
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
IV.
1.
Class:
( ) Day
Month
The Relations of Ancient Greece, Ancient Rome with Other People
Ancient Greece’s relation with other people
歷 史 情
報 站
历史情报站
Historical facts
Timeline
800 – 600 BC
490
The city state of Athens started external expansion, establishing
colonies in Asia Minor, the Mediterranean and southern Italy
Persian invasion of Greece marking the start of the three
Greco-Persian Wars. The first was the Battle of Marathon.
479
.
338
The conquest of Greece by Phillip II
331
Alexander conquered Persia, followed by an eastward
march into the Indian subcontinent founding an empire
spanning the continents of Europe, Asia, and Africa.
146 BC
Roman conquest of Greece.
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
Maps
約西元前 500 年的希臘及周邊地區
義大利
Greece and the surrounding regions in
about the time of 500 BC
Italy
希臘
Greece
地中海
Mediterranean Sea
埃及
Egypt
尼羅河
The Nile
紅海
Red Sea
小亞細亞
Asia Minor
黑海
Black Sea
底格里斯河
Tigris River
幼發拉底河
Euphrates River
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
波希戰爭路線圖
希臘
德爾摩比利
馬拉松
雅典
薩拉米
斯巴達
愛琴海
波斯帝國
波斯進軍路線
戰場
Class:
( ) Day
Month
A route map of the Greco-Persian Wars
Greece
Thermopylae
Marathon
Athens
Salamis
Sparta
Aegean Sea
Persian Empire
The Persian march route
Battle field
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
Heroic Legend
Activity
1. Group discussion
After the Battle of Marathon in 490 AD, General Miltiades was eager to relay
news of victory to the anxiously waiting Athenians, he picked long distance
runner Pheidippides as messenger. Although this champion runner was already
wounded in battle at the time, however, in order to bring the word of victory as
soon as possible to his people in Athens, he ran the entire distance without
stopping, when he burst into the assembly in Athens exclaiming “rejoice… the
people of Athens, we have won!” he was exhausted and collapsed and died. In
order to commemorate his feat, the first modern Olympic Games in 1896
decided to organise the “Marathon Race”; the total distance of this race is the
distance between Marathon and Athens, or forty kilometres and two hundred
metres.
(1) What is the relationship between the Athenians living in the city state and the
other people?
As the economy of the city state developed, its population expanded, the
people of the city state sailed the oceans and established colonies in many
places, this has inevitably resulted in military conflicts with other people in
the surrounding regions, for example, the Greco-Persian Wars, and so on.
(2) What is the link between the Battle of Marathon and the modern day “Marathon
Race”? Try to find the answer using the information in “Historical facts”.
(Answers with reasoning based on facts would be acceptable.)
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Activity
Class:
( ) Day
Month
2. Study history by watching movie
Movie: “Alexander the Great – The Greatest Empire Builder”
Watch the movie, then share your views with members of your group; fill in the
following personal opinion columns.
Personal opinions
Content:
In 331 BC, Alexander the Great built an Empire spanning the continents
of Europe, Asia, and Africa in a short 13 years while marching deep into
India and defeating Persia, the most powerful Empire at that time. He has
been exalted as King, Emperor, or even as God, and he became the most
famous conqueror in history.
Commentary: The accomplishments and faults of Alexander
the Great
Accomplishments: Students may provide their own answers; reasoning
based on facts would be acceptable.
Faults: Students may provide their own answers; reasoning based on facts
would be acceptable.
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
Contents of the movie:
00；00 The first conqueror “Alexander the
Great”.
1:00 In 331 BC, Alexander marched his
army into war with Persia.
2：26 Alexander under the protection of
Zeus.
2：35 When he was young, Alexander’s
father already united all the city states
of Greece.
3：15 At that time, Persia occupied several
city states of Greece.
5：15 According to legend, Alexander’s
mother had an affair with Zeus and
gave birth to Alexander; he is hence
under the protection of Zeus.
6：00 Alexander was a multi-talented person.
8：12 He gained several years of military
experience.
8：35 Philip II vs Persia.
10：30 Alexander gaining power.
10：50 Alexander was educated by Greek
teacher from a young age.
12：13 During the Persian invasion of Greece,
six thousand people were killed and
thirty
thousand
taken
prisoner;
Alexander decided to help the city
state of Greece.
12：50 In 334 BC, Alexander resolved to help
Greece against Persia.
16：10 Darius III of Persia assembled an army
of one hundred thousand men to fight
a decisive battle with Alexander.
18：54 Darius III was defeated and fled,
leaving his wife and family behind, but
his family was otherwise well-treated
by Alexander.
20：10 Alexander celebrating with his soldiers,
and he enjoys the support of his
soldiers.
20：40 Alexander marching into Egypt striking
in into the heart of the Persian Empire.
The Egyptians regarded Alexander as
their saviour.
24：
00
26：
00
27：
12
34：
30
35：
32
37：
20
38：
00
39：
25
40：
40
43：
10
In 333 BC, the Egyptian Pharaoh
esteemed Alexander as “god”. After
the conquest of Egypt, Alexander went
on to spread Greek culture in the local
region.
The invasion of the Persian Empire by
Alexander.
After capturing the Balkans, Illyria, the
soldiers started to show signs of battle
fatigue in the Euphrates River.
As Darius III is battling Alexander, the
soldiers grumbled.
Darius III is defeated again after the
battle at Gaugamela. Alexander
became the glory of Asia.
Alexander is still unsatisfied, he
continues the war in places like
Palestine.
Alexander established the post of
viceroy in Persia.
The soldiers are homesick, but
Alexander still wants to continue the war.
The death of Darius III.
Alexander reached India, spreading
Greek culture in the colonies there.
After marching for eight thousand miles,
the soldiers are getting very homesick
indeed.
44： The soldiers again refused to fight;
Alexander announced the plans to return
52
home.
48： Alexander died of illness.
18
49： Concluding remarks:
Alexander built a vast empire, leaving
32
behind a heritage of civilisation in many
new cities.
After the death of Alexander, his
Empire gradually disintegrated.
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
2.
Class:
( ) Day
Month
Ancient Rome’s relation with other people
歷 史 情
報 站
历史情报站
Historical facts
Timeline
270 BC
265
The Italian Peninsula is united under Rome
264
The 1st Punic War
218
The 2nd Punic War
149
The 3rd Punic War
146
Roman conquest and annexation of Greece
59
Julius Caesar became consul of the Roman republic;
conquest of the region of Gaul (the present-day France)
455 AD
The Vandals – foreign invaders capturing the city of Rome
476
The fall
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of the Roman
Empire began
in the Middle Ages
History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Activity
Class:
( ) Day
Month
3. Group discussion
(1) Historians say: “The Romans defeated the Greeks politically, but they were
defeated culturally by the Greeks.” Do you agree with this statement? Please
explain. (Hints: Consider the question from the three aspects of religion, literature
and the architectural art)
(Answers with reasoning based on facts would be acceptable)
V.
A Review of the Heritage of Civilisation from Ancient Greece and Ancient Rome
The ancient Greek civilisation was the founding stone of Western culture; after the
Romans conquered Greece, they enthusiastically embraced the essence of Greek
culture, and creating their own culture.
Activity
1. Fill in the form and make comparisons
1. Complete the chart and form below according to the information in the text or
the internet;
2. Describe the respective areas of distinctions for the ancient Greek civilisation
and the ancient Roman civilisation.
(Answers with reasoning based on facts would be acceptable)
Ancient Greek civilisation:
Ancient Roman civilisation:
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History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Class:
( ) Day
Month
Conclusion:
The ancient Greek and Roman civilisations spread to the whole of
Europe through the expansion of the Roman Empire, laying the
foundations for European culture.
Greek
Roman
Letters and The Greek alphabets became the
numerals origin of European languages, such
as English.
Political
systems
Establishing the idea of democracy.
Law
Philosophy The three great thinkers of
Socrates, Plato, and Aristotle.
Literary
The Iliad and Odyssey by Homer,
history
Aesop's Fables, Greek mythology,
and the theatrical plays all deeply
influenced the literary art in
subsequent periods.
Historiography: Herodotus wrote
The Histories.
Architectural Numerous palaces and temples
carving
supported by giant stone columns
were built, for example, the
Parthenon, there were many lifelike
sculptures of human figures.
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The Latin language originated from
Greek; it forms the basis of today’s
European script.
The Roman numerals are still
frequently in everyday use in many
countries around the world.
Inspired by the democratic political
institutions of ancient Greece the
bicameral parliamentary system
with an “Upper House” and a “Lower
House” is developed, and it
remained widely adopted in many
countries around the world.
Roman laws are noted for their strict
impartialityand comprehensiveness,
reflecting the spirit of every man
being equal before the law, and
hence establishing a tradition of
sound legal framework.
Roman buildings are distinguished
by their colonnade, arch and the
Roman dome, including the most
famous amphitheatre arena and the
Pantheon.
The Romans built dense networks
of roadways with a straight and
smooth surface.
History & Culture
S1 Worksheet (Teacher’s Copy)
Topic 4 – Life in ancient Rome
Rome
Name:
Year
Calendar
Scientific
achieveme
nts
Class:
( ) Day
The Julian Calendar introduced by
Caesar became the basis for
today’s Gregorian calendar.
In the sphere of mathematics and
physics,
there
were
the
“Pythagorean
Theorem”,
Archimedes’ lever principle, and
Archimedes’ Law, as well as the
“Elements” written by Euclid.
In astronomy and geography, the
knowledge
to
predict
the
movements of the stars and
mapmaking were already well
developed.
In the area of medicine, there was
the Hippocratic Oath written by the
“Father
of
medicine”,
it
subsequently became the article of
faith followed by doctors in later
periods.
The
competitive
sporting
spirit
Month
The Olympic Games of the ancient
world staged to commemorate
Zeus have continued to the present
day.
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