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Allow at least two weeks to cover this chapter. Move quickly through the art of the Etruscans in order to focus on Roman sculpture, architecture, and city planning. Study of the city of Pompeii provides an opportunity to survey Roman painting.

The best situation is when a student reads a question stem and the answer choices and knows the correct answer immediately. This may not always happen and students need a strategy for dealing with a difficult question. As they read through the answer choices, they should eliminate any that are obviously incorrect. Then they should go back and reconsider the remaining choices carefully. If they know something about the content of the answer and can eliminate one or two choices, they should guess—even the College Board suggests this. You can reassure them that they would need to guess incorrectly four times in order to get a full-point deduction on their raw score, but a single correct guess will give them a full-point addition to their raw score.

Roman art is very much indebted to that of the ancient Greeks. Ask students to discuss what Greek elements found their way into Roman sculpture and architecture, and how those elements were transformed by Roman artists and engineers. You might construct a table on the board so that students may classify information from their discussion. Among the facts students may cite are:

• Roman artists took poses used by Greek sculptors to depict their gods, and adapted them for senators, emperors, and other secular authorities.
• Some emperors, such as the mad Commodus, even depicted himself as the Greek demigod Hercules (p. 271).
• Even when the Roman sculptors invented new poses, they were still influenced by Greek originals, especially in terms of proportions and use of contrapposto.
• Combined and recombined into new structures, the Romans liberally adapted temple forms that the Greeks used only according to strict guiding principles. Some examples of this borrowing can be seen in the Pantheon (p. 264), the Colosseum (p. 253), and the Market Gate from Miletus (p. 268).
• The Romans created new versions of the Greek columns (p. 227) by changing the rules for the use of pediments, de-emphasizing their importance as a space for sculpture and "breaking" them (p. 268).
• Roman technological innovations in the field of engineering created new opportunities to use Greek features, such as aqueducts and viaducts as seen in the Pont du Gard (p. 241), and triumphal arches, as seen in the Arch of Constantine (p. 282).

After students have discussed these appropriations from the Greeks by the Romans, ask them to pick one example from Roman art for a short research report. They will need to do additional research and then write a short essay explaining what Greek sources it borrows from. Have students check their choice with you to ensure that they have picked a topic detailed enough to write about.