Colosseum

Introduction (5 minutes)

• Teacher question: “Have you ever been to a stadium to watch football or a concert?”
• Show a picture of the Colosseum.

Say: “2,000 years ago, Romans also went to watch events — but they looked very different!”

Activity 1 – Fact Hunt (10 minutes)

• Read aloud short sections from the fact sheet.
• Ask guided questions:
  • “How many people could the Colosseum hold?”
  • “What was under the arena floor?”
  • “What is the Colosseum used for today?”

Activity 2 – Compare & Discuss (10 minutes)

• On the board, create two columns: Then (Ancient Rome) vs Now (Today).
• Students brainstorm differences between entertainment (gladiators vs football, public executions vs concerts).

Activity 3 – Creative Task (15 minutes)

• Students choose one:
  • Draw the Colosseum and label parts (arena, seating, trapdoors).
  • Write a mini “tour guide script” as if they were showing tourists around.
  • Make a fact card with 3–5 interesting facts.

Wrap-Up & Sharing (10 minutes)

• Volunteers share their drawings, scripts, or fact cards.
  
• Teacher highlights the importance of preserving cultural heritage.

Informal: Teacher observes contributions during fact hunt and comparison discussion.
Formal Exit Ticket: Students write down:

1. One fact they learned about the Colosseum.
2. One way it is similar or different from a modern stadium.

Differentiation

• Support: Provide fact cards with pictures for students who need more scaffolding.
• Challenge: Ask advanced students to research another Roman building (e.g., aqueduct, bathhouse).

Activity 3 – Creative Task (15–20 minutes)

Students choose one of the following three options. Teacher encourages variety so the class produces a mix of drawings, scripts, and fact cards.

Option A – Draw & Label the Colosseum

Task:

• Draw the Colosseum from the outside (round shape, arches) OR the inside (arena with seating).
• Use the fact sheet for accuracy.
• Add at least three labels:
  1. Arena (where gladiators fought).
     
  2. Seating (up to 80,000 people sat here).
  3. Trapdoors/Underground Tunnels (used for animals and gladiators).
• Scaffolding Questions:
  • Where would the emperor sit?
  • Why do you think Romans built so many arches?

  Expected Outcome: A labelled diagram showing that students understand the main parts of the Colosseum.

  Option B – Tour Guide Script

  Task:

  • Imagine you are a tour guide in Rome today.
  • Write 5–7 sentences as if you are showing a group of visitors around the Colosseum.
  • Include:
    • A greeting (“Welcome to the Colosseum, the largest amphitheatre ever built!”)
    • At least three facts (size, age, uses in the past, visitor numbers today).
    • A closing line (“Thank you for visiting this amazing piece of history!”).

  Scaffolding Prompts:

  • What would you show first — inside or outside?
  • How would you make your tour exciting?

  Expected Outcome: A short, persuasive script that demonstrates knowledge while practicing speaking/writing skills.

Option C – Fact Card

Task:

• Create a fact card about the Colosseum.
• Title: “The Colosseum”
• Write 3–5 key facts in bullet points.
• Add one small drawing or symbol (e.g., gladiator helmet, Roman arch).

Scaffolding Prompts:

• Which fact surprised you the most?
• Which fact would make a visitor want to see the Colosseum?

Expected Outcome: A clear and concise fact card, showing selection of key information.

Differentiation

• Support: Provide sentence starters (“The Colosseum was built in … It could hold …”).
• Challenge: Ask advanced students to add a comparison (Colosseum vs modern stadium).

Homework / Follow-Up

• Write a short diary entry as if you were a Roman child visiting the Colosseum for the first time.