Ancient Rome | Substitute Teacher
Students analyze how Ancient Rome used economic systems, trade, labor, taxation, and infrastructure to support imperial growth and stability. In a substitute-friendly lesson, students work with short readings, charts, and discussion to connect Roman practices to modern economic concepts such as resources, specialization, markets, and government revenue.
| Term | Definition |
|---|---|
| trade network | A system of routes and connections used to exchange goods across regions. |
| currency | Money used to buy and sell goods and services. |
| taxation | Money collected by a government from people and businesses to pay for public needs. |
| infrastructure | The basic physical systems, such as roads and ports, that support economic activity. |
| specialization | When people, regions, or groups focus on producing certain goods or services more efficiently. |
| empire | A large territory controlled by one central authority, often with many different regions and peoples. |
Post one prompt on the board: 'Why do governments build roads and collect taxes?' Have students write a quick response and then share with a partner. Take 2-3 brief responses aloud.
Individually write a response, then discuss with a partner and share one idea with the class.
Give a short overview of Roman trade, currency, taxes, slavery/labor, and infrastructure. Use the map to show Mediterranean trade routes and explain how roads and ports lowered transportation costs and expanded markets.
Take notes on key ideas and ask clarifying questions.
Distribute the handout with short excerpts, a map, and a simple chart of Roman imports/exports and taxes. Instruct students to answer guided questions: What goods moved through Rome? How did the state get revenue? Who benefited and who paid costs? Circulate to support and redirect as needed.
Read the sources, examine the map/chart, and answer questions using evidence from the handout.
Ask students to write a CER response: 'Ancient Rome's economy was strongest when it...' or 'Roman economic power depended most on...' Model one sentence frame if needed. Collect responses for assessment.
Write a short claim supported by at least two pieces of evidence from the lesson.
Invite 2-3 students to share claims. Guide a brief discussion about whether Roman economic growth was sustainable and who paid the price for imperial wealth.
Listen, respond, and compare ideas.
End with a 1-minute exit reflection: 'One way Rome used economics to maintain power was...' Collect or have students share one takeaway before dismissal.
Formative assessment is the CER response based on source evidence and the exit reflection. Use student answers to evaluate understanding of Roman trade, taxation, infrastructure, and economic inequality.