Early Rome Discovery

Overview

This 45-minute lesson introduces Year 4 students to the origins of Rome using the myth of Romulus and Remus alongside an introduction to early archaeological excavation. The lesson integrates cross-curricular links to geography (Italy) and chronology (BCE/CE), aligning with the National Curriculum for England History Programme of Study: "The Roman Empire and its impact on Britain," focusing here on the beginnings of Rome.

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National Curriculum Links

History Key Stage 2

• Pupils should continue to develop a chronologically secure knowledge of history by studying the Roman Empire and its impact on Britain. Here, we begin with Rome’s mythical origins.
• Pupils should note connections, contrasts and trends over time.
• Use historical vocabulary such as “BCE/CE” and understand basic historical concepts of cause, consequence and significance.

Learning objectives:

• Understand the story of Romulus and Remus and its significance as a founding myth of Rome.
• Recognise how archaeologists learn about past civilizations through excavation.
• Use historical vocabulary such as BCE and CE, and locate Italy on a map.
• Develop enquiry skills by exploring artefacts and generating questions about early Rome.

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Learning Outcomes

By the end of the lesson, all students will:

• Retell the myth of Romulus and Remus.
• Identify Italy on a map and understand the basics of BCE and CE.
• Understand how archaeological excavation can reveal information about the past.

Most students will:

• Explain why the Romulus and Remus myth was important to Roman identity.
• Describe what kinds of things might be found in an excavation in early Rome and what they tell us.

Some students (advanced learners) will:

• Analyse differences between myth and historical fact.
• Suggest reasons why it is important to have myths alongside archaeological evidence in understanding early Rome.

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Resources Needed

• Map of Europe & Italy (physical or digital)
• Illustrated story cards or a short animated version of the Romulus and Remus myth
• Images/photos of archaeological sites and finds from Rome
• Excavation “dig box” with replica artefacts (e.g., pottery shards, coins, bones)
• Timeline strip showing BCE and CE
• Whiteboard/flipchart with markers
• Worksheet for reflection and extension challenges

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Lesson Structure

1. Starter (5 minutes) – Hook & Map Work

• Begin with a mystery box activity: show a few replica artefacts from early Rome without explanation. Ask students what they think these objects are and what they could tell us about a place.
• Display and locate Italy on a map, naming key features (Rome, Tiber River).
• Briefly explain the idea of BCE (Before Common Era) and CE (Common Era) using a simple timeline.

2. Main Activity Part 1 (15 minutes) – The Myth of Romulus and Remus

• Tell the story of Romulus and Remus using engaging visuals or a short animated clip.
• Facilitate a class discussion: Why do you think the Romans liked this story? What kind of place was early Rome believed to be like?
• Highlight that myths help explain and shape a culture’s identity but don’t always tell us exactly what really happened.

3. Main Activity Part 2 (15 minutes) – Excavation Exploration

• Introduce the concept of archaeological excavation—how historians and archaeologists discover physical clues about the past by digging up artefacts.
• In small groups, allow students to examine and ‘excavate’ replica artefacts from the dig box.
• Groups discuss what these items might tell us about early Roman life (homes, food, religion, etc.).
• Link back to BCE/CE: explain that the artefacts might be thousands of years old, from the time Rome was first founded (traditionally 753 BCE).

4. Plenary & Assessment (7 minutes) – Reflect and Share

• On the board, create two columns: ‘Myth’ and ‘Archaeology’. Ask students to contribute ideas about what each tells us about early Rome.
• Whole-class discussion on the value of combining stories and physical evidence to learn history.
• Hand out a short worksheet with prompts to write or draw: “What do we know about early Rome? What do we still wonder about?”

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Extension Activities for Advanced Learners

• Research and compare other foundation myths from different cultures (e.g., Aeneas and the founding of Rome, or founding myths from Britain). Write a short paragraph or present to the class.
• Create a timeline showing key events and periods related to early Rome, placing the Romulus and Remus myth alongside archaeological periods.
• Debate the reliability of myths versus archaeological evidence in learning history.

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Assessment Opportunities

• Observe group discussions to assess understanding of myth versus fact.
• Evaluate worksheet answers for comprehension of BCE/CE, and the role of myths and artefacts.
• Use contributions to the plenary class chart to check understanding of vocabulary and concepts.

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Differentiation Notes

• Provide sentence starters in worksheets for less confident writers (“The story of Romulus and Remus is about...”, “An artefact tells us that...”).
• Support map work with labelled maps and verbal guidance.
• Challenge advanced learners with extension activities and higher-order questions about historical evidence.

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This plan aims to engage pupils actively with story, investigation, and enquiry, embedding key national curriculum skills and knowledge about early Rome's history and its cultural significance.