Title – The Intersection of Architecture, History, and Latin

By – Chris Semper

Primary Subject – Social Studies

Secondary Subjects – Language Arts

Grade Level – 10-11

I. STANDARDS: Encourage students to engage in the cultures and connections aspects of the state standard course of study.

II. GENERAL GOAL: Compel students to understand the relevance and depth of the study of Latin and the impact of the ancient Romans on subsequent cultures.

III. SPECIFIC GOAL: Have students employ their knowledge of Latin as it manifests itself in the “real” world.

IV. MATERIALS: Internet access, paper, poster board with writing utensils.

V. STEPS:

A. Assign topic – The Pantheon.

B. Students research via the internet, various aspects of the monument over the course of two days.

C. Students consider four aspects of the monument: its history, architecture, Latin inscription, and the figure noted in the inscription – Marcus Agrippa.

D. Students should answer the following questions regarding the monument:

1. How did the ancient Romans use the building?

2. What is its architectural significance?

3. What does its inscription mean?

4. Who was Marcus Agrippa, and what was his historical contribution?

VI. CLOSURE: Students briefly present their findings; relevance of the ancient Romans upon our own civilization highlighted.

VII. ASSESSMENT: Students submit half-sized poster board with sketch of some view or aspect of the Pantheon, translation of the inscription, and a list of the achievements of Marcus Agrippa.

VIII. ADAPTATIONS: Some students may be allowed to print pictures of the building, although the drawing itself wouldn’t be graded on aesthetic value, but rather accuracy.

IX. EXTENSIONS: Some students may be allowed to submit a PowerPoint presentation along with the sketch of the monument, with its inscription. Additionally, the final website listed under “Agrippa” links all literary references to the man. A reading or historical consideration of this legacy might be utilized.

X. CONNECTIONS: This type of monument consideration would work well with either a history course considering ancient Rome or a civics class looking closely at monuments in and around Washington, D.C.

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Chris Semper

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