Vesuvius from Portici, c. 1774-1776. Joseph Wright (British, 1734-1797), oil on canvas, 101 x 127 cm.
The Huntington Library, Art Collections, and Botanical Gardens, Frances Crandall Dyke Bequest.
Subject Areas
Art and Culture
Anthropology
Architecture
Visual Arts
Foreign Language
Latin
History and Social Studies
World History - Europe
Time Required
Two to three class periods
Skills
information gathering and research
map reading
chronological thinking
historical comprehension
historical analysis and interpretation
creative writing
collaboration
public speaking and presentation
Internet skills
In Old Pompeii
A virtual field trip to the ruins of Pompeii.
In this lesson, students learn about everyday life, art and culture in
ancient Roman times, then display their knowledge by creating a travelogue
to attract visitors to the site. They can also write an account of their
field trip modeled on a description of Pompeii written by Mark Twain.
Subject
Areas Art & Culture: Anthropology,
Architecture, Visual Arts
Language: Latin
World History: Europe
Time Required 3 class sessions
Skills information gathering and research
map reading
chronological thinking
historical comprehension
historical analysis and interpretation
creative writing
collaboration
public speaking and presentation
Internet skills
Pompeii
and the other ancient cities along the Bay of Naples destroyed by the eruption
of Mount Vesuvius in 79 CE continue to spark our imagination just as they did
when they were dug up in the eighteenth century. The excavation of so many well-preserved
examples of ancient Greco-Roman civilization helped inspire the Enlightenment
and an interest throughout the Western world in ancient art and design, classical
philosophy, and literature.
In
this lesson, students take a virtual field trip to the ruins of Pompeii to learn
about everyday life, art and culture in ancient Roman times, then display their
knowledge by creating a travelogue to attract visitors to the site. They can
also write an account of their field trip modeled on a description of Pompeii
written by Mark Twain.
Learning Objectives
After completing this lesson, students will be able to:
To learn about the history of Pompeii and its destruction.
To gain insight into the past through archaeological
interpretation.
To synthesize historical information through imaginative
writing.
Guiding Question:
What can we learn about life in Roman times from the ruins of Pompeii?
Suggested Activities
1Begin the lesson by providing students with background
on Pompeii (pom-pay), a wealthy resort town in the Roman Empire that
now offers us a unique window on life in those ancient times.
Help students locate Pompeii in Italy on the eastern
shore of the Bay of Naples, near the base of the volcano, Mt. Vesuvius. A
map of this area is available through EDSITEment at the National
Geographic Society Xpeditions.
Explain to students that,the area around the Bay of Naples was colonized
by the Greeks as early as the 8th century BCE. Naples was called Neapolis
meaning “new city” in Greek. By the second century BCE, the excellent
climate, topography and spectacular views of the sea of the area attracted
vacationing Romans — senators, other prominent citizens, and later the Imperial family. The Romans built lavish seaside
retreats, called villas, along the bay in the shadow of the volcano where
they could enjoy uninterrupted leisure, read and write, exercise, contemplate
their gardens and the views, and engage in conversation with friends. Have
students watch the short video clip produced by the National Gallery in conjunction
with the exhibit Pompeii and the Roman Villa: Art and Culture Around the Bay
of Naples
Explain to students that Pompeii was destroyed during an eruption of Mt.
Vesuvius in 79 CE that buried the city under more than six feet of ash and
pumice. Although some people returned to try and recover items they had left
behind, Pompeii was abandoned after this catastrophe, and over the centuries
became largely forgotten.
Finally,
in the early eighteenth century, the discovery of some marble inscriptions
by a farmer digging a well led to the excavation and unearthing of Pompeii
and Herculaneum. When news of the discoveries of the ancient cities spread
throughout Europe, curious tourists flocked to the Bay of Naples, attracted
by the still-active volcano, Vesuvius.
The publication of illustrations of the finds spawned a huge demand for
the antique art, and reproductions of antiquities became a major industry
that continued throughout the following century.
The ancient works of art evacuated along the Bay of Naples had an impact
on the art, design and culture of Europe and eventually North America, where
even rooms in the United States Capitol were decorated in the Pompeii style
For more detailed information about the art and culture of Pompeii have
students read the brochure which accompanies the Pompeii and the Roman Villa
exhibit available from the National
Gallery of Art website. The Children’s
Discovery Guide to the exhibit is especially recommended. The thumbnail
images in this lesson are photographs of photographs of artifacts from the
cities buried by Vesuvius and are part of a current exhibit, Pompeii and the
Roman Villa, at the National Gallery of Art and the Los Angeles County Museum
of Art.
2To
help students take a first step on their journey back in time to the days of
Pompeii, have them read an eyewitness account of its destruction written by
Pliny (pli-nee) the Younger (62-c. 114 C.E.). Translations of two letters,
Epistle
6.16 and Epistle
6.20 in which Pliny describes what happened on that terrible day are available
through through the SMATCH
Library website which is accessed via the Internet
Public Library.
Help students locate the places named in the letters:
Misenum (my-see-num), now called Miseno, on the west shore of the Bay
of Naples, across from Pompeii, and Stabiae (sta-bee-eye), now called
Castellammare di Stabia, on the bay south of Pompeii on the bay.
Focus discussion first on the events Pliny describes:
the "cloud" of ash and pumice that marks the eruption of Vesuvius; the steady
hail of ash and pumice that darkens the sky and mounds up to block the shore;
the sheets of lightning crackling over the volcano (caused by dust particles
charging the air with static electricity); tremors that knocked buildings
off their foundations; fumes that combined with the dust to make breathing
almost impossible; and an enveloping darkness that Pliny likens to "the black
of closed and unlighted rooms." Point out in this discussion that Vesuvius
did not encase Pompeii in molten lava; it buried the city under tons of ash
in an eruption like that of Mount St. Helens in Washington state in 1980.
Follow up this discussion of the event by having students
comment on the glimpses of everyday Roman life we can find in Pliny's letters.
Note, for example, how much time Pliny and his uncle devote to reading and
study, and how they mark the day with meals and baths. Note also how they
seem to spend much of their time outdoors. Point out the family's reliance
on slaves -- to fetch shoes, carry messages, serve meals, lend physical support.
Have students comment on the way Pliny characterizes the women in his story
-- Rectina, who begs Pliny's uncle to save her, and his own mother, who begs
Pliny to save himself. Contrast these portraits with Pliny's characterizations
of his uncle and himself, who both exhibit an almost incredible stoicism in
the face of danger. Finally, compare the behavior of Pliny and his uncle with
that of the townspeople who surround them. What picture of Roman society emerges
from these brief vignettes?
3To
help bring this ancient society to life, introduce students to the ruins of
Pompeii with a video tour of the Forum
Baths, available through EDSITEment at the Pompeii
Forum Project website. This series of Quicktime videos, narrated by a member
of the project team, explains the institution of the Roman bath and leads one
through the different stages of the bathing process. Use the links on the floor
plan of the Baths to move from the Entrance to the Apodyterium (a-poe-die-tare-ee-um)
or dressing room, the Palaestra (pal-eye-stra) or exercise courtyard,
the Calidarium (cal-i-dar-ee-um) or hot room, the Tepidarium (teh-pi-dar-ee-um)
or warm room, and the Frigidarium (fri-geh-dar-ee-um) or cold room. On
this tour, students will begin to learn how archaeologists interpret architectural
and design details to reconstruct the patterns of life that shaped Pompeiian
society, and thus gain a foundation for their own explorations in the ancient
city.
4Divide
the class into study groups for a virtual field trip to Pompeii, having each
group explore a specific aspect of city life. Links are provided below for exploring
the Forum area, the city's main shopping district, and a selection of Roman
homes. Middle school teachers in particular may wish to provide students with
a limited selection of these images, some of which come with explanations while
others are simply captioned. You and your students can explore beyond this set
of images by visiting the websites from which they have been collected:
Perseus Project:
includes a variety of Pompeii images with brief captions, which are accessible
by typing "Pompeii" into the search engine on the Perseus Project homepage.
Click the "Thumbnail" button on the search results page to view the image
collection.
Pompeii
Map with Panoramic Images: click "Forum Map" and use the links to access
360-degree views of the Basilica (lower left), the Temple of Apollo (mid-left),
the area between the Temple of Jupiter and the Macellum (top), and the Forum
itself (center), along with other sites in this area.
View
of the Forum taken from overhead
(http://pompeii.virginia.edu/local/pVII_7-9_bal_wj.jpg)
Temple
of Apollo, another view
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0111)
The
Macellum (ma-sell-um), the city's meat market
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0115)
The
Macellum, wall paintings within the building
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0116)
Sanctuary
of the Genius of Augustus image map, which allows one to move through
this shrine to the emperor's "genius" or life spirit
(http://cti.itc.virginia.edu/~jjd5t/mike/photo2/agustus.html)
Thermopolium,
another view
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0126)
Thermopolium,
another view showing a painted shrine to the lares (lare-eez)
or guardian spirits of the place
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0127)
Bakery,
another view showing the oven
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0122)
Bakery,
another view showing the millstones used to grind flour
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0138)
Street
Scenes: thermopolium, bakery, latrines and sewers, street signs, and the
stepping stone crosswalks that let pedestrians avoid wading through the sewage
that flowed through Pompeii's streets
(http://www.archart.it/archart/italia/campania/
Pompei/Pompei%20-%20strade/index.html)
Homes
House of the Faun, named for a sculpture found
in the impluvium
Impluvium,
another
view
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0145) Garden
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0147)
More
Images of the House of the Faun
(http://www.archart.it/archart/italia/campania/Pompei/
Pompei%20-%20Fauno/index.html) More
Images of the House of the Faun
(http://cti.itc.virginia.edu/~jjd5t/region-vi/
faun/faun-table1.html)
House
of the Vettii (vet-tee-ee), named for the family of Vettius Lararium,
another view
(http://www.perseus.tufts.edu/cgi-bin/
image?lookup=1999.04.0143) More
Images of the House of the Vettii
(http://cti.itc.virginia.edu/~jjd5t/region-vi/vettii/
vettii-table1.html) Wall
Paintings in the House of the Vettii
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0139) More
Wall Paintings
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0140) More
Wall Paintings
(http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0142)
5Provide
students with a set of questions to guide their explorations of Pompeii. Encourage
them to look for resemblances between life in Pompeii and life in a modern-day
city or town, using their imaginations to reach back across the centuries and
fill in the picture of this vanished society. For example:
Have students try to visualize the site as it appeared
two thousand years ago. What is missing from the scene (e.g., doors, roofs,
furniture, wall decorations, litter, animals, etc.)? What sorts of people
do you imagine coming to the site? What do you see them doing? How do they
interact? Encourage students to draw or describe the scenes they envision.
Have students compare the site to a similar location
in a modern-day city or town. What is our equivalent to this place? How do
we behave there? When and why do we go there? What similarities help us understand
Pompeiian society? What differences remind us that the ancient world is remote
from the world of today?
Have students make a list of the most interesting
features they notice on their field trip. These can be details explained in
the image captions (such as the stepping stones built into Pompeii's streets
to allow pedestrians to avoid the sewage that flowed there) or details that
simply catch a student's eye.
Have each study group make a list of questions they
would like to ask an expert on Pompeii. These can be used as the basis for
research projects, but their immediate purpose should be to help students
identify significant aspects of the city and begin to formulate ways to investigate
further.
6At
the conclusion of their field trips, have each group give a brief report on
the area of Pompeii it explored, explaining the site to class members who investigated
other parts of the city. Students can use print outs of images for their presentations,
or download images to create a computer slide show. Encourage students to imagine
themselves travel agents as they prepare their reports, aiming to attract tourists
to their part of the city. If time permits, students can also create brochures
highlighting some of Pompeii's chief attractions.
7Close
the lesson by having students read Mark Twain's description of Pompeii from
Innocents Abroad, which began as a series of letters describing his trip
to Europe and the Middle East in 1867 and became the best-selling of all his
books during his lifetime. "The
Buried City of Pompeii" is Chapter 31 in Innocents Abroad and is
available through EDSITEment at the Mark
Twain in His Times website. Click "Innocents Abroad" on the website's homepage,
then click "Browse etext" and select "Chapter 31." Students can compare
Twain’s words with photographs taken in the nineteenth century by Giorgio
Sommer available on the National Gallery of Art ‘s website.
Compare Twain's impressions of the city with the students'
own. How does he "make sense" of the archaeological record? What does he add
to the scene with imagination? What "lessons" does he take away?
Have students write their own account of Pompeii,
or of a specific site in Pompeii, modeled on Twain's description of his visit.
Students can write this account in letter form, imagining themselves telling
a friend about what they have seen, or they can put the account in story form,
following Twain's example by making themselves the story's main character.
Extending the Lesson
Provide students with a behind-the-scenes look at
the work of archaeologists by visiting the "Three
Trenches" section of the Pompeii
Forum Project website. This is a three-part Quicktime video report on
excavations that the project team carried out at Pompeii to learn more about
how the Forum area of the city took shape. "Trench 1" presents evidence that
a street was re-routed to make way for an extension of the Forum's Temple
of Apollo in the decades before Pompeii was destroyed. "Trench 2" documents
modifications to a house on the re-routed street that were contemporary with
reconstruction of the Temple. "Trench 3" records a search for evidence of
reconstruction on the Forum-side of the Temple, and reveals the kinds of surprises
archaeologists often encounter in their work.
The Pompeii
Forum Project also provides an online activity for Latin students, "Read
a Latin Inscription from Pompeii!," which guides students step-by-step
through the process of deciphering and translating an inscription on the Eumachia
Building.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. more
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. more
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. more
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. more
