HOW_TE_ch09.fm Page 250 Thursday, August 17, 2006 3:21 PM 0 0 Chapter The Fate of Chapter 9 9 Ancient Rome Guiding Questions Remind students about the Guiding ques- tions introduced at the beginning of the Chapter Preview book. In this chapter you will discover Section 1 relates to Guiding Question 33 how people lived in ancient What were the beliefs and values of people Rome. You will also learn about in these societies? (The Romans had a strong the birth of Christianity, its effect sense of traditional values and valued family on Rome, and the collapse of the life most of all.) Roman Empire. Section 1 Section 2 relates to Guiding Question 232 Roman Daily Life How did each society’s belief system affect Section 2 its historical accomplishments? (Roman Christianity and the Roman rulers tried to stamp out Christianity, but over Empire time the new religion spread throughout the Section 3 Roman Empire.) The Fall of Rome Section 3 relates to Guiding Question 44 What types of governments were formed in these societies and how did they develop? (Weak, corrupt rulers and the huge size of the Roman Empire contributed to its fall.) Target Reading Skill In this chapter, students will learn and apply the reading skill of identifying the main idea. Target Use the following worksheets to help stu- Reading Skill dents practice this skill. Main Idea In this chapter you will identify the main idea Unit 3 History of Our World of a paragraph or section. Teaching Resources, Identify Main Ideas, Identifying main ideas will help you better understand what you p. 125; Identify Supporting Details, p. 126; read. This skill also includes Identify Implied Main Ideas, p. 127 identifying supporting details and implied main ideas, or ideas that are not stated directly.

Romans knew the Colosseum as the Flavian Amphitheatre. In use for almost 500 years, it held audiences of more than 45,000 for its bloody spectacles.

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Bibliography The following Teacher Edition strategies For the Teacher For the Student L1 are suitable for students of varying Brown, Dale, ed. Rome: Echoes of Imperial Steele, Philip. The Roman Empire. abilities. Glory. Time-Life, 1994. Southwater, 2000. L2 Less Proficient Readers, pp. 254, 261, Kohne, Eckart, and Cornelia Ewigleben, Connolly, Peter. Ancient Rome. 274 eds. Gladiators and Caesars: The Power Oxford, 2001. L2 Special Needs Students, pp. 254, 269 of Spectacle in Ancient Rome. University Watkins, Richard. Gladiator. Reprint. Advanced Readers, pp. 256, 263, 274 of California, 2000. Houghton Mifflin, 2000. L3 English Language Learners, p. 261 Matz, David. Daily Life of the Ancient Nardo, Don, ed. The Fall of the Roman Gifted and Talented, pp. 256, 263 Romans. Greenwood, 2001. Empire. Greenhaven, 1998.

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The Roman Empire

20° W 10° W 0° 10° E 20° E 30° E 40° E 50° E 60° E 70° E I Location Use the map to emphasize the 50 ° N vast area covered by the Roman Empire. ° N 50 Point to Rome on the map. Then have stu- N BRITAIN dents point to the labeled provinces that Londinium W E are northernmost and southernmost in GERMANY A T L A N T I C the empire. L1 GAUL S O C E A N I 40 Use the Legend Have students use the map ° N Burdigala N key to measure the widest extent of the DACIA 40° empire both east and west. Then have SPAIN ITALY Black Sea Toletum Rome THRACE them determine the distance from Jerusa- Byzantium lem to Rome in miles. L2 Gades ASIA Athens MINOR I Apply Information Have students use the 30 MAURETANIA Carthage ° N AFRICA GREECE location and distance information to de- M Crete SYRIA ° N e d a 30 10° W 0° i t e n S e termine which city would be the most dif- r r a n e a JUDAEA K E Y Alexandria ficult one for the Roman Army to reach. LIBYA Roman Empire, ARABIA L3 about A.D. 120–270 Ask students to explain their answers. 0° er EGYPT anc City R of C e opic d Tr N i le S 0 miles 1,000 R e Tr . a opic of C ancer ° N 0 kilometers 1,000 20 Students may practice Lambert Azimuthal Equal Area 10° E 20° E 30° E 40° E 50° E their map skills using the interactive online version of this map. Location The Romans extended their empire to include all those areas that would serve their political and economic interests. Use the Legend What was the northernmost province of the empire? Southernmost? What was the widest extent of the empire in miles east Use Web Code and west? How far was Judaea from Rome? Apply Information Which mup-0901 for step-by-step Using the Visual city on the map would be most difficult for the Roman Army map skills practice. Reach Into Your Background Discuss the to reach? Why? photograph on these two pages. Tell students that the Colosseum was a giant arena that held 50,000 spectators. Point out that its walls were so well built that the floor of the arena could be flooded for mock naval bat- tles using real people in real boats. Answers

Use the Legend Britain; Egypt; more than 2,000 miles (3,250 km); more than 1,000 miles (1,625 km). Apply Information Londinium; they would have to make a long ocean voyage or march a long distance by land and then cross the English Chapter 9 251 Channel; most other cities were on or near the Mediterranean Sea. Chapter Resources Teaching Resources Media and Technology L2 L1 Vocabulary Development, p. 135 Student Edition on Audio CD L2 L1 Skills for Life, p. 130 Guided Reading Audio CDs, English Teach this chapter’s content using the L2 Chapter Tests A and B, pp. 144–149 and Spanish PresentationExpress™ CD-ROM L2 Social Studies Skills Tutor CD-ROM Spanish Support including: L2 ExamView® Test Bank CD-ROM Spanish Chapter Summary, p. 82 I slide shows L2 Spanish Vocabulary Development, I transparencies p. 83 I interactive maps and media I ExamView® QuickTake Presenter

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Section Section 1 Step-by-Step Instruction 1 Roman Daily Life Objectives Prepare to Read Social Studies 1. Discover who could be a Roman citizen. Objectives Target Key Terms In this section you will Reading Skill • census (SEN sus) n. an 2. Find out how Romans of different social 1. Discover who could be a Roman citizen. Identify Main Ideas To official count of people classes lived. 2. Find out how Romans of different social remember information, living in a place 3. Understand the importance of family life classes lived. good readers identify • villa (VIL uh) n. a country 3. Understand the importance of family life main ideas as they read. estate in Roman society. in Roman society. The main idea is the most • circus (SUR kus) n. an 4. Learn about slavery in ancient Rome. 4. Learn about slavery in ancient Rome. important point in a text. arena in ancient Rome or Sometimes the main idea the show held there Reading/Language Arts Taking Notes is stated directly. As you • gladiator (GLAD ee ayt ur) Learn to identify the main idea of a para- As you read, note the most important points read, identify the main n. a person who fought graph or section. about the daily life of the ancient Romans. idea stated in each to the death as Copy the diagram. Then fill it in with the section. Write the main entertainment for the main idea of each section. ideas in your Taking Roman public Prepare to Read Notes diagram. Daily Life Build Background Knowledge L2 Few rich Tell students that in this section they will people, many learn about daily life in ancient Rome. Read poor people the opening paragraph on p. 252 to set the scene. Then have students look at the images on pp. 252–253. Ask students what the imag- es tell them about the daily life in ancient Rome. Use the Idea Wave strategy (TE, At the height of its glory, Rome had perhaps the most p. T39) to elicit responses to the images. beautiful monuments and public buildings in the world. Wealth and goods flowed into Rome from all parts of the Set a Purpose for Reading L2 empire. Its mar- ■ Preview the Objectives. ketplaces and shops had more goods than any other city. Not everyone was thrilled with the excitement. One Roman ■ Read aloud each statement in the Reading complained of narrow streets “jammed with carts and their Readiness Guide.Ask students to mark the swearing drivers.” Another, the poet Martial (MAHR shul), statements true or false. grumbled about the noise: Unit 3 History of Our World Before it gets light, we have the bakers. Then it’s Teaching Resources, Reading Readiness “the hammering of the artisans all day. There’s no Guide, p. 114 peace or quiet in this city.” ■ Have students discuss the statement in pairs or groups of four, then mark their worksheets again. Use the Numbered An ancient wall painting from Pompeii, Italy Heads participation structure (TE, p. T40) to call on students to share their group’s 252 History of Our World perspectives. Target Reading Skill L2 family support, usually to the upper classes, Vocabulary Builder in various ways.” Explain that all the other Preview Key Terms L2 Identify Main Ideas Point out the Target Reading Skill. Tell students that the main information in the paragraph supports this Pronounce each Key Term, then ask the stu- main point. dents to say the word with you. Provide a idea is the most important idea in a para- simple explanation such as, “a circus was not graph or section of the text. Give students Identify Main Ideas. Have a traveling show in Roman times but a place Model how to identify the main idea of a them complete the activity in their groups. where Romans went to watch shows and paragraph by reading Support From the Unit 3 History of Our World other events.” Government on p. 256. Point out that the Teaching Resources, Identify Main Ideas, main idea of the paragraph is stated in this p. 125 sentence: “The Roman government provided

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Roman Citizens Rome was a huge city, teeming with people. As the capital of an Show students Daily immense empire, it was first among the cities of its time. The Life in Ancient Rome.

poet Martial also used poetry to celebrate Rome’s size and Take a look at life Ask What cultural and importance: in ancient Rome. economic habits of the Romans have continued to be important in today’s Goddess of continents and peoples, O Rome, whom daily life? (Possible responses: Today’s “nothing can equal and nothing approach. cultural and economic habits include the ” importance of family life, gatherings for In its day, ancient Rome had no equal. special occasions, and government sup- In terms of its population, however, it was port for families and the poor.) actually the size of some cities today. Rome actually had too many people. A million or more people lived within its limits by the time of Augustus. The citi- zens of Rome had to put up with noise and crowding every day. Instruct

Being Counted as a Citizen Roman Citizens L2 Despite the problems caused by over- population, being a Roman citizen was Guided Instruction a matter of great pride. In the republic ■ Vocabulary Builder and during the early years of the Clarify the meaning empire, only residents of the city of of the high-use word teeming before read- Rome itself enjoyed citizenship. Every ing. five years Roman men registered for the This bronze tablet is an official ■ Read Roman Citizens, using the Choral census, or official count of people living in Rome. Registering Roman document granting citi- Reading technique (TE, p. T38). for the census was the only way to claim citizenship. Roman men zenship to a group of people in a Roman province. ■ declared their families, slaves, and wealth to authorities at census Discuss who could be a Roman citizen. time. If a man did not register, he ran the risk of losing his prop- (At first, only men living in Rome could be erty. Worse yet, he could be sold into slavery. Women, girls, slaves, citizens; later, people in other parts of the em- and those who had been freed from slavery were not counted as pire gained citizenship.) citizens. Their place in Roman society was determined only by ■ Ask students Why do you think citizenship their relationship to citizens. was extended to people outside Rome as the empire expanded? (Possible responses: Citizens and City As the Roman Empire expanded, people Use Web Code To unify the people of the empire, to get tax beyond Rome gained Roman citizenship. But this expanded citi- mup-0828 for an interactivity on the Roman city of Pompeii. money from more people, or to get more peo- zenship did not change the special love that residents of Rome ple to perform military service and other du- felt for their city. Rome was everything to them. Its buildings and ties for Rome) monuments were a constant reminder that their city was the cen- ter of religion, politics, and culture. Lively banquets and other Independent Practice gatherings made Rome the scene of all social life. Ask students to create the Taking Notes Reading Check How did a person claim Roman citizenship? graphic organizer (p. 252) on a blank sheet of paper. Have students use their own words to write the main idea of Roman Citizens in the Chapter 9 Section 1 253 first oval. Model how to complete the first oval with the main idea of this part of the section. Vocabulary Builder Monitor Progress Use the information below to teach students this section’s high-use words. As students fill in the graphic organizer, circu- High-Use Word Definition or Sample Sentence late and make sure individuals are correctly teeming, p. 253 v. to be full identifying the main idea of Roman Citizens. The sports arena was teeming with fans. Provide assistance as needed. game, p. 254 n. wild animals hunted for sport or for use as food They went to Africa to hunt big game. Answer disarmed, p. 255 v. to take away weapons The soldier was disarmed and could no longer fight. Reading Check Roman men claimed Roman citizenship by registering for the census every five years.

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Roman Social Classes L2 Roman Social Classes An ancient Roman glass Roman society was made up of a small number of rich people Guided Instruction flask shaped like a and many poor free people and slaves. Most Romans had noth- bunch of grapes ■ Vocabulary Builder Clarify the meaning ing like the luxuries of the wealthy. In fact, there was a huge dif- of the high-use words game and disarmed ference between the lives of the rich and the poor. The majority before reading. of poor Romans were either slaves or without jobs. Most of ■ Read the description of Roman society in Rome’s jobless survived only by handouts from the government. Roman Social Classes on pp. 254–255. As A Life of Luxury The rich often had elegant homes in the students read, circulate and make sure in- city. Many also had country estates called villas. dividuals can answer the Reading Check Wealthy Romans were famous for overdoing things. A Roman question on p. 255. historian describes the eating habits of Aulus Vitellius (OH lus ■ Ask students How did the poor people of vuh TEL ee us), emperor for only six months in A.D. 69: Rome survive without jobs? (They re- ceived handouts from the government.) He used to have three, or four, heavy meals a day. . . . “He had himself invited to a different house for each ■ Compare and contrast the lives of rich and meal. The cost to the host was never less than poor Romans. (Wealthy Romans had ele- Roman Villas 400,000 coins a time. gant homes in the city and villas in the coun- Wealthy Roman families lived in vil- ” las, such as the one shown below. In Of course, few Romans could afford to eat as this emperor try; they had feasts with special dishes and this drawing, the roof is cut out to entertainment; the poor lived in poorly show the inside. Analyze Images did. Still, the wealthy were known for their feasts. Often they built, rundown houses with few comforts or How did wealthy Romans eat their served game, perhaps partridge or wild boar. For very special meals? occasions, they might also serve exotic dishes such as flamingo or conveniences; the poor depended on wheat 1 Atrium ostrich. Roman feasts often had entertainment, including musi- to survive and suffered when harvests were 2 Study bad or shipments were late.) 3 Bedroom cians, dancers, and performers reciting poems. 4 Dining Room 5 Kitchen 6 Open Courtyard

1 6

2

3 4 5

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For Less Proficient Readers L1 For Special Needs Students L1 Have students read the section in the Have students read pp. 254–255 as they Reading and Vocabulary Study Guide. listen to the recorded version. Check for This version provides basic-level instruc- comprehension by pausing the CD tion in an interactive format with ques- between each heading in the text and ask- Answer tions and write-on lines. ing students to summarize the preceding Chapter 9, Section 1, History of Our passage. Analyze Images Their food was prepared and served by either servants or slaves. They World Reading and Vocabulary Study Chapter 9, Section 1, Student Edition ate their meals while seated on the floor. Guide, pp. 98–100 on Audio CD

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Another Way of Life for the Poor The world of the poor Target Reading Skill L2 stood in stark contrast to the feasts of the wealthy. In Rome, most Identify Main Ideas As a follow up, ask people lived in poorly built, rundown housing. Many lived in tall students to answer the Target Reading Skill apartment houses with no running water, toilets, or kitchens. All question on this page in the Student Edition. food and drink had to be carried up the stairs. Rubbish and (The main idea in the section Bread and human waste were carried down to the street or—as often hap- Circuses is stated in this sentence: “To prevent pened—dumped out of a window. Because most houses were these riots [by the poor], the emperors supplied made of wood, fires were frequent and often fatal. The worst, in free grain and provided spectacular shows.”) A.D. 64, destroyed most of the city. Independent Practice Bread and Circuses The poor of Rome needed wheat to sur- Have students use their own words to write vive. When wheat harvests were bad or when grain shipments the main idea of Roman Social Classes in the from overseas were late, the poor often rioted. To prevent these second oval of their graphic organizers. riots, the emperors supplied free grain and provided spectacular shows. These were held in the Colosseum or in arenas called Monitor Progress circuses, so the shows came to be called circuses, too. As students fill in the graphic organizer, The circuses could be violent. Romans, rich and poor, circulate and make sure individuals are cor- packed the arenas to watch the events, which included rectly identifying the main idea of Roman animals fighting other animals, animals fighting humans, and Social Classes. Provide assistance as needed. humans fighting humans. Clowns might also entertain, or a criminal might be publicly executed. The highlights of the day Gladiators wore helmets were the fights between gladiators, people who fought to the for protection. death. Most gladiators were slaves who had been captured in battle. However, a few were free men—and some women—who enjoyed the fame and fortune they could gain from their success as gladiators. Before the battles, the gladiators paraded onto the floor of the arena. Approaching the emperor’s box, they raised their arms in salute and shouted “Hail, Caesar! We who are about to die salute Identify Main Ideas you.” Then the battles began. The end came when one gladiator Which sentence states was dead or dying, or disarmed and on the ground. A wounded the main idea in the section Bread and Circuses? gladiator’s life might be spared if he had fought well. It is commonly thought that the crowd waved handkerchiefs to spare the loser. Thumbs pointed down signaled death. Not all Romans approved of these violent sports. The writer Seneca noted:

It’s sheer murder. In the morning, men are thrown to “the lions or bears. At noon, they are thrown to the spectators.”

Reading Check What conditions often led the poor people of ancient Rome to riot?

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Background

Job Security in Ancient Rome keep their jobs secure. These guilds estab- Although the emperor officially provided lished set salaries and protected members each Roman family with a monthly ration from some forms of competition. Even of grain, in reality only about one third of workers in the lowliest occupations, such the families received the ration. In addi- as sewer cleaners and public bath atten- tion, there was a severe job shortage dants, had their own guilds. Answer because much of the unskilled and skilled labor was provided by slaves. The Roman Reading Check The poor often rioted when workers who did have jobs set up guilds to wheat harvests were bad or when grain ship- ments from overseas were late. Links to Economics

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Roman Family Life L2 Roman Family Life Despite their taste for brutal sports, Guided Instruction many Romans had a strong sense of tra- ■ Discuss the structure of the Roman house- ditional values. Most of all, they valued hold. (The head of the Roman household family life. Roman writings are filled was the paterfamilias. The family included with stories of happy families, dedica- everyone below the paterfamilias—women, tion, and love. children, and slaves.) Support from the Government ■ Ask students How do you know that fam- The Roman government provided fam- ily was important to Romans? (Several ily support, usually to the upper classes, generations of men and their wives and chil- in various ways. Under Julius Caesar, for dren often lived together, no matter how example, fathers of three or more chil- small the house.) dren received land from the govern- ment. Freeborn mothers of three chil- Independent Practice dren and freed slaves who had four chil- Direct students to write the main idea of dren were given certain privileges. At the Roman Family Life in their own words in the same time, unmarried men and couples third oval of their graphic organizers. with no children did not receive finan- This Roman mosaic shows a slave baking bread. cial benefits provided by Roman law. These measures were Monitor Progress designed to encourage the upper classes to increase the size of As students fill in the graphic organizer, their families and to continue their family names. circulate and make sure individuals are cor- rectly identifying the main idea of Roman The Roman Household The head of a Roman household Family Life. Provide assistance as needed. was known as the paterfamilias (pay tur fuh MIL ee us). This Latin term means “father of the family.” The family included everyone in the household below the rank of paterfamilias—women, chil- Read the Links to Language Arts dren, and slaves. The paterfamilias could be the father, grandfa- on this page. Ask students: How did ther, or great-grandfather of the household. Three generations Latin words become part of the often lived together under the same roof. Romans of all social English language? (Some Latin words The Latin Language The classes lived in large extended families. came into the English language directly; Latin language was the source Under Roman law, the paterfamilias had absolute power over of today’s French, Italian, the entire household. He owned everything in it—women, chil- others came into English from French, Spanish, Portuguese, and after the French conquered England in Romanian languages. About dren, slaves, and furniture. To do business or to own property, a 1066.) half of all English words have son had to be emancipated, or freed, by the father of the family. a Latin history. Some, such as In the early days, the paterfamilias could sell a son or daughter legal, computer, and library, into slavery. Later, this power was reduced. came directly from the Latin The number of people controlled by the paterfamilias differed language. Others came into the English language from the greatly depending on a family’s wealth. Wealthy families often French, after French invaders controlled hundreds of slaves, who did all of the work for the conquered England in 1066. family, often including child rearing. Poor families did not own slaves and generally consisted of a couple and their children and perhaps their children’s spouses and their grandchildren.

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For Advanced Readers L3 For Gifted and Talented L3 Have students research information about Have students research information about children in ancient Rome. Tell students to food in ancient Rome. Encourage students look for details about the daily life of chil- to form two groups and have each group dren, including their education and activi- create two typical daily menus—one for a ties in the household. Suggest that poor Roman family and one for a wealthy students present their findings in a brief Roman family. Have groups share their oral report to the class. menus with the class as brief oral reports.

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The Roles of Women in Roman Society The Romans thought of property and genealogy in terms of households. A household passed among the men in the family. Women married Read aloud the Citizen Heroes text. into it from outside. A woman’s place in the household depended Cornelia Ask students What hardships did on the kind of marriage she made. Sometimes a woman formally To many, Cornelia (kawr NEEL yuh) was the perfect daugh- Cornelia bear during her life? (Most left the house of her father to live in the house of her husband. ter, wife, and mother. The of her children died; her husband died, The new wife took on the role of a daughter under the paterfa- daughter of Scipio Africanus leaving her to raise her children on her milias in her new home. Depending on circumstances, a woman (SIP ee oh af rih KAHN us ), own; her two sons were assassinated.) might keep ties with the family into which she was born. Her only Cornelia married her father’s role in her husband’s family would be to produce children. rival, Tiberius Sempronius (ty BIHR ee us sem PROH nee us), The amount of freedom a woman in ancient Rome enjoyed to bring an end to their Answer depended on her husband’s wealth and status. Wealthy women disagreements. Cornelia had a great deal of independence. Women had a strong influence had twelve children. Three Reading Check Men had more freedom on their families, and some wives of famous men became famous survived—a daughter and than women; the amount of freedom a two sons. After her husband’s woman had depended on her husband’s themselves. The mothers or wives of some Roman emperors also death, Cornelia raised these gained great political power. children on her own. Her wealth and status. A few Roman women shaped roles for themselves outside the daughter married a Roman family. Some trained to be doctors and worked in women’s med- military hero. Her sons, Tibe- rius and Gaius (GY us), became Slavery in Rome L2 icine. Others became involved in business and even controlled two of Rome’s greatest their own money. Women are known to have owned ships, statesmen. Guided Instruction although it is unclear whether they engaged in trade. Lower-class ■ Discuss slavery in Rome. (Slavery was women took on various kinds of work. They were cooks, dress- common.) makers, and hairdressers. Some did jobs more commonly done The Roman diet included the ■ by men, such as shoemaking. Others danced, sang, or acted for foods, herbs, and spices shown Ask students Why did most household people’s entertainment. below. slaves have better lives than other kinds of slaves? (Possible answer: Household Reading Check What rights did men and women have in ancient Rome? slaves developed relationships with the family.)

Independent Practice

Coriander Have students complete their Taking Notes seeds Juniper graphic organizers by writing the main idea berries of Slavery in Rome in the fourth oval. Celery Monitor Progress Pepper ■ Show Section Reading Support Transparency HOW 81 and ask students to check their graphic organizers individual- ly. Go over key concepts and clarify key vo- cabulary as needed. History of Our World Transparencies, Mediterranean Section Reading Support Transparency Thyme, Rue, fish and Oregano p. HOW 81 ■ Tell students to fill in the last column of the Chapter 9 Section 1 257 Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement. Unit 3 History of Our World Teaching Resources, Reading Readiness Guide, p. 114

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Assess and Reteach Slavery in Rome Slavery was common in ancient Rome. Almost every wealthy Assess Progress L2 family owned slaves. About a third of Italy’s population were Have students complete the Section Assess- slaves by 50 B.C. Although few owners paid slaves for their ment. Administer the Section Quiz. work, many people often took good care of their house- hold slaves. Slaves had almost no rights, yet relationships Unit 3 History of Our World between household slaves and their owners were some- Teaching Resources, Section Quiz, p. 116 times trusting and friendly. These slaves provided their owners with companionship and helped raise the fam- Reteach L1 ily’s children. Sometimes slaves rose to important posi- If students need more instruction, have them tions in the households of wealthy owners. read this section in the Reading and Vocabu- Household slaves were more fortunate than other lary Study Guide. kinds of slaves. Some slaves led short, hard lives. Those

History of Our World Reading and who worked on farms were sometimes chained together Vocabulary Study Guide, pp. 98–100 as they worked during the day and slept in chains at night. Artifacts of Slavery Slaves in copper, tin, and iron mines worked in terrible condi- Extend L3 At top right is a bronze plaque tions. Gladiators who were slaves risked death every time they naming a freed slave, Hedone, Have students learn more about daily life in her former master, Marcus Crassus, fought. Slaves trained as rowers powered Roman warships. ancient Rome by completing the Enrichment and Feronia, a goddess popular Some slaves were able to save tips or wages and buy their activity. Assign students to work groups to with freed slaves. Beneath it is a freedom. These might be slaves with very special skills, such as figure of a weeping kitchen slave gladiators and chariot racers. These sports heroes sometimes work on the project. holding a mortar. Analyze What Unit 3 History of Our World was the importance of slaves in became famous and wealthy. Roman society? Teaching Resources, Enrichment, p. 129 Reading Check Who owned slaves in ancient Rome? Answer Reading Check Almost every wealthy fam- ily owned slaves. Analyze Slaves did much of Section 1 Assessment the work that supported Roman society. Key Terms 2. (a) Recall Describe how rich (b) Predict How would Review the key terms listed at the and poor Romans lived. abolishing slavery have affected Section 1 Assessment beginning of this section. Use each (b) Draw Inferences Why did the Roman lifestyles? term in a sentence that explains Roman government feed and Key Terms the term’s meaning. entertain its people? Writing Activity Students’ sentences should reflect knowledge 3. (a) Describe What was family In this section you read Seneca’s Target Reading Skill life like for the ancient Romans? reaction to a circus. Write a of each Key Term. What are the four main ideas in (b) Evaluate Information Why journal entry that describes your reaction to a Roman circus. Target Reading Skill Section 1? do you think Romans valued peaceful family life but also Roman citizenship was prized; Rome had a Comprehension and enjoyed watching violent combat few rich people and many poor people; the Critical Thinking in Roman arenas? Romans valued family life; slavery was com- 1. (a) Identify Who could claim 4. (a) Name What kinds of jobs mon in ancient Rome. Roman citizenship? did slaves perform in ancient (b) Analyze Information Why do Rome? For: An activity on daily Roman life Comprehension and Critical Thinking you think Roman men were Visit: PHSchool.com required to register their families, Web Code: mud-0910 1. (a) In the early republic, only residents of slaves, and wealth at census time? the city of Rome could claim citizenship; later, people beyond Rome gained citizen- 258 History of Our World ship. (b) to keep a record of the population. 2. (a) The rich had luxuries, while the poor often had very little. (b) Possible response: less rich without slaves, and ordinary In order to keep them under control. Romans might have been better off not hav- Typing in the Web Code 3. (a) The Romans lived in large extended ing to compete with slaves for work. when prompted will bring students families headed by a paterfamilias. (b) While Writing Activity directly to detailed instructions for this they wanted peace at home, they were enter- activity. Use the Rubric for Assessing a Writing Assign- tained by gladiators’ violence. ment to evaluate students’ journal entries. 4. (a) Slaves performed as gladiators, or helped raise a family’s children, worked on Unit 3 History of Our World farms, in mines, or on ships. (b) Possible Resources, Rubric for Assessing a Writing response: Wealthy people might have been Assignment, p. 143

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Section Christianity and the Section 2 2 Roman Empire Step-by-Step Instruction Prepare to Read Objectives Social Studies Objectives Target Key Terms 1. Learn about the rise of Christianity in the In this section you will Reading Skill • Jesus (JEE zus) n. (C. 6 B.C. Roman Empire. 1. Learn about the rise of Christianity in the Identify Supporting – A.D. 30) founder of Roman Empire. Details Details support Christianity; believed by 2. Discover how Christianity spread 2. Discover how Christianity spread the main idea of a Christians to be the throughout the empire. throughout the empire. paragraph or section by Messiah 3. Understand the Roman government’s giving more information • messiah (muh SY uh) n. 3. Understand the Roman government’s reaction to the growth of Christianity. about it. Supporting a savior in Judaism and reaction to the growth of Christianity. details help explain the Christianity Reading/Language Arts Taking Notes main idea and may also • disciple (dih SY pul) n. As you read, look for details about the early give examples or reasons a follower of a person or Learn to identify details that support the history of Christianity. Copy the diagram. Fill for it. As you read, record belief main idea of a paragraph or section. it in with details that support this section’s in your Taking Notes • epistle (ee PIS ul) n. in main ideas about Christianity. diagram details that the Christian Bible, let- support the main idea of ters written by disciples Christianity each section. • martyr (MAHR tur) n. Prepare to Read a person who dies for a cause Build Background Knowledge L2 In this section, students will learn about how Christianity developed and spread in the Roman Empire. Have students preview the According to the Bible, a Jewish religious teacher named Jesus headings and images in the section. Then ask spoke the words below to his followers in the first century A.D.: this question How do you think the Romans reacted to the growth of Christianity? Use Blessed are the poor in spirit, for theirs is the kingdom the Give One and Get One participation “of heaven. Blessed are those who mourn, for they shall structure (TE, p. T41) to generate ideas. be comforted. Blessed are the meek, for they shall inherit the earth. Blessed are those who hunger and thirst for righteousness, for they shall be satisfied. Set a Purpose for Reading L2 Blessed are the merciful, for they shall obtain mercy. ■ Preview the Objectives. Blessed are the pure in heart, for they shall see ■ God. Blessed are the peacemakers, for they shall be Read each statement in the Reading Readi- called sons of God. Blessed are those who are perse- ness Guide aloud. Ask students to mark the cuted for righteousness' sake, for theirs is the kingdom statements true or false. of heaven. ” Unit 3 History of Our World —The Sermon on the Mount, Matthew 5:3–10 Teaching Resources, Reading Readiness In this painting, Jesus heals a This sermon and its meaning are an important part of a paralyzed man who had been Guide, p. 118 lowered through the roof of religion called Christianity. Jesus founded Christianity. In the the building. ■ Have students discuss the statement in beginning, its followers were mainly the poor and slaves. Over pairs or groups of four, then mark their time, Christianity spread throughout the Roman Empire. worksheets again. Use the Numbered Heads participation structure (TE, p. T40) Chapter 9 Section 2 259 to call on students to share their group’s perspectives.

Target Reading Skill L2 follow provide details about the beginnings Vocabulary Builder Identify Supporting Details Point out the of Christianity. These details support the Preview Key Terms L2 Target Reading Skill. Explain that details in main point of the paragraph. Pronounce each Key Term, then ask the stu- a paragraph or section of the text give Give students Identify Supporting dents to say the word with you. Provide a information that supports the main idea. Details.Have them complete the activity in simple explanation such as “a Roman soldier Model how to identify supporting details their groups. serving in a faraway part of the empire might by reading the last paragraph on this page. Unit 3 History of Our World write an epistle to his family in Rome.” Point out that the main idea of the para- Teaching Resources, Identify Supporting graph is stated in the sentence “Jesus Details, p. 126 founded Christianity.” The sentences that

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Instruct The Rise of Christianity Christianity was one of many religions in the vast Roman Sign of the Fish A secret Empire. The empire included many lands with different lan- The Rise of Christianity sign that Christians used to identify one another was a guages, customs, and religions. The Romans were tolerant Guided Instruction L2 simple image of a fish. How toward the people in these lands. They allowed them to follow ■ Vocabulary Builder Clarify the high-use did a fish come to be an their own religions. But the conquered people had to show loy- early Christian symbol? Each alty to Roman gods and to the emperor. words tolerant and reign before reading. letter of the Greek word for fish, ichthys (IK thoos), was ■ Read The Rise of Christianity, using the the first letter of a word in a Unrest in Judaea The Romans conquered the Jewish home- Oral Cloze technique (TE, p. T37). Greek phrase. The phrase land of Judaea (joo DEE uh) in 63 B.C. At first, they respected the meant “Jesus Jews’ right to worship their God. But many Jews resented foreign ■ Ask students How did Jesus spread his Christ, Son of rule. Some believed that a messiah, or savior, would come to teachings? (He traveled and taught people.) God, Savior.” bring justice and freedom to the land. As opposition to Roman ■ Prompt students to describe the teachings rule grew, the Romans struck back with harsh punishment. In of Jesus. Then explore why these teachings 37 B.C., the Roman senate appointed a new ruler of Judaea named appealed to many people in the Roman Herod (HEHR ud). It was during Herod’s reign that Jesus was born Empire. (Answers may vary but should in- in the Judaean town of Bethlehem. clude that Jesus taught that God was loving Stories about what Jesus taught and how he lived are found in and forgiving; that people should love God the New Testament, a part of the Christian Bible. After Jesus died, with all their hearts and their neighbors as his disciples, or followers, told stories about his life and teach- themselves; and that if they followed these ings. Between 40 and 70 years after Jesus’ death, four stories of his teachings they would have everlasting life; life were written from these oral traditions. People came to students may conjecture that people found believe that four disciples—Matthew, Mark, Luke, and John— these teachings appealing because their lives had each written one story. These writings are called the Gospels. in the Roman Empire were difficult and without hope.)

Read the Links to Language Arts on this page. Ask What special mean- ing did the Greek word for fish have for Christians? (Each letter of the Greek word for fish was the first letter of a word in a Greek phrase that meant “Jesus Christ, Son of God, Savior.”)

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Vocabulary Builder Use the information below to teach students this section’s high-use words.

High-Use Word Definition and Sample Sentence tolerant, p. 260 adj. understanding, allowing the practice of beliefs other than one’s own They were tolerant of the heavy traffic because it brought business to town. reign, p. 260 n. the period during which a particular leader rules Her reign lasted longer than her father’s.

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Christian Beliefs According to the New Testament, Jesus Target Reading Skill L2 grew up in Nazareth (NAZ uh ruth). He learned to be a carpenter Identify Supporting Details As a follow up, and began teaching when he was about 30 years old. Christian ask students to answer the Target Reading tradition holds that for three years Jesus traveled from place to Skill question on this page in the Student place, preaching to Jews who lived in the countryside. Much of Edition. (The following details under the what he taught was part of the Jewish tradition he learned as he heading Christian Beliefs tell about the rise of was growing up. Like all Jewish teachers, Jesus preached that Christianity: Jesus traveled for three years and there was only one true God. As you will read on the next page, Identifying Supporting preached to Jews in the countryside; much of the teachings of Jesus became known as Christianity. Details what he taught was part of the Jewish tradi- Reread the excerpt that begins this section. The ideas What details in the paragraphs tion; Jesus promised that people who followed under the heading Christian expressed in this excerpt are important Christian beliefs. Beliefs tell about the rise of his teachings would have everlasting life; his According to the Gospels, Jesus taught that God was loving and Christianity? followers believed that he was their messiah.) forgiving. He said that people must love God with all their hearts. He also taught that people had a responsibility to love their Independent Practice neighbors as they loved themselves. Jesus promised that people Ask students to copy the Taking Notes graph- who followed his teachings would have everlasting life. His fol- ic organizer on a blank piece of paper. Then lowers believed that Jesus was their messiah. have students fill in the first oval with a detail about the early history of Christianity. Briefly Fears About Christianity Jesus’ teachings alarmed many model details that students might include in people. Some people complained to the Romans that Jesus was the organizer. teaching that God was greater than the emperor. The Romans feared that Jesus would lead an armed revolt against the govern- Monitor Progress ment, so the Roman governor condemned Jesus to death. Jesus was As students fill in the graphic organizer, crucified (KROO suh fyd), or put to death by being nailed to a large circulate and make sure individuals are wooden cross. According to the Gospels, Jesus rose from the dead choosing details about how Christianity and spoke to his disciples, telling them to spread his teachings. developed in the Roman Empire. Provide Reading Check Why did the Romans fear Jesus? assistance as needed.

Jesus and His Disciples This scene is painted on the wall of a Roman catacomb, an underground passageway. Many early Christians —and people of other faiths— buried their dead in catacombs. Analyze Images Use what you know about the life of Jesus to identify him and his disciples in the painting. Explain your reasoning.

Answer Chapter 9 Section 2 261 Reading Check Jesus had many followers and was said to teach that God was greater than the emperor, and the Romans feared that he might lead an armed revolt against For Less Proficient Readers L1 For English Language Learners L2 the government. Have students create a sequence of events Have students create flash cards of unfa- Analyze Images Possible answers: Jesus is timeline about the rise of Christianity in miliar words that they encounter fre- probably the fifth figure from the left ancient Rome. For example, have them quently as they read. Model how to write a because he is holding a book and appears to start with an early event, such as Herod’s word on one side of a card and its defini- be teaching. Also, everyone in the painting is rise to power and then add Jesus’ birth in tion on the other side. watching him and we know Jesus was the Nazareth, and so on. Encourage students leader and teacher of the disciples. He is also to update the timeline as they read the the largest figure in the image. chapter.

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Christianity Spreads L2 The Spread of Christianity to A.D. 325

10° W 0° 10° E 20° E 30° E 40° E50° E Movement By A.D. 325, Guided Instruction N Christianity had spread 50° ■ Ask students What new idea of Paul’s N north to England, south to W E Africa, west to Spain, and helped spread Christian beliefs? (Paul ° 50 N east to Asia Minor. The cities GERMANY S persuaded other followers of Jesus to spread throughout the Roman Jesus’ teachings not just among Jews but EUROPE Empire had strong Christian among Greeks and Romans.) communities. Locate Around what body 40° ■ N Discuss how Paul’s epistles helped make ITALY Black Sea of water were most Christian Rome areas located? the Christian faith an organized religion. 40° N Draw Conclusions Why (Possible response: Paul’s letters helped uni- GREECE ASIA MINOR didn’t Christianity spread fy, or bring together, people in distant cities Athens Carthage north into Germany in this who followed Christian beliefs.) Antioch period? M e d i t S e a SYRIA KEY e r r a n e a n Nazareth Christian areas, Jerusalem 30° N Use Web Code A.D. 325 30° N Alexandria mup-0922 for step-by-step Spread of Christianity map skills practice. Border of Roman Red Sea Empire, A.D. 325 AFRICA 0 miles 500 Tropic of Cancer Tropic of Cancer 0 kilometers 500 ° Lambert Azimuthal Equal Area 10° E 20° E 30° E 40° E 20 N

Christianity Spreads The Greek equivalent of the word messiah was christos (KRIS tohs). Many educated people of Jesus’ time spoke Greek. As these people accepted the teachings of Jesus, they began calling him Christ. After his death, Jesus’ followers, called Christians, spread the new religion from Jerusalem across the empire, and finally to Rome itself.

The Letters of Paul One of the most devoted followers of Jesus’ teachings was a Jew whose original name was Saul. Saul was well educated and spoke Greek, the common language of the eastern Roman Empire. According to the New Testament, Saul at first rejected the Christian message. One day, however, he believed he had a vision in which Jesus spoke to him. After this experience, Saul changed his name to Paul and carried Christian- ity to the cities around the Mediterranean, spreading Jesus’ teachings as he traveled. Paul’s writings also helped turn the Christian faith into an organized religion. Paul wrote many epistles, or letters, to The Apostle St. Paul Christian groups in distant cities. Some of these epistles became by Marco Pino a part of the Christian Bible.

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Answers Skills Mini Lesson Using Cartographer’s Tools the cities included in Christian areas in Locate the Mediterranean 1. Teach the skill by pointing out to stu- A.D. 325. (Athens, Antioch, Nazareth, Sea Draw Conclusions Possible respons- dents that most maps have certain ele- Jerusalem, Alexandria, Carthage, and es: The border of the Roman Empire at this ments in common. These elements Rome) time stopped at Germany’s border. The include a compass rose, a key, and a 3. Have students apply the skill by answer- mountains north of Italy may have been a scale, for example. physical barrier to the spread of Christianity. ing this question. In what directions 2. Help students practice the skill by look- did Christianity spread from Jerusa- ing at the map on page 262 and noting lem? (west, northwest, northeast)

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Christianity Moves to the Cities Others also helped spread Guided Instruction (continued) Christian beliefs throughout the Roman world. By A.D. 100, Use Web Code ■ Examine the spread of Christianity after groups of Christians were gathering for worship in Alexandria, mup-0829 for an interactivity on the travels of Paul. Jesus’ death. (Christianity gained followers Antioch (AN tee ahk), Corinth (KAWR inth), Ephesus (EF ih sus), throughout the Roman world, and by the Thessalonica (thes uh LAHN ih kuh), and even Rome. The new year A.D. 100 groups of Christians were religion gained many followers in cities. Many poor city dwellers gathering in the cities of Alexandria, Anti- welcomed the message of Christianity as good news. These early och, Corinth, Ephesus, Thessalonica, and Christians used the word paganus (pah GAH nus) for anyone who Rome.) did not share their beliefs. Paganus means “country dweller” in Latin. It is the root of the English word pagan. Today, pagan is ■ Ask students What besides shared beliefs used to describe someone who is not a Christian, a Jew, or a helped set Christians apart as members Muslim. of an organized religion? (Possible re- sponses: Practices such as worshipping on Ways of Worship Early Christians shared a common faith in Sunday, rites such as baptism and the Lord’s the teachings of Jesus and a common way of worship. Over time, Supper indicated Christianity was an orga- their scattered communities organized under a structured nized religion.) Church. Christians borrowed some practices from Jewish worship. Independent Practice They prayed and sang. They also Ask students to fill in another oval in the read from the scripture or from Taking Notes graphic organizer with a sup- one of Paul’s letters. Often some- porting detail they have just identified about one interpreted these readings for the spread of Christianity. those gathered. Christians set aside Sunday, the day they believed Jesus Monitor Progress had risen from the dead, as their As students fill in the graphic organizer, day of worship. circulate and make sure individuals are As Jesus had instructed, choosing details about how Christianity Christians also practiced two rites, developed in the Roman Empire. Provide or holy acts. In the rite of baptism, assistance as needed. a believer was dipped in water to wash away his or her sin. Baptism made the person a member of the church. In the rite of the Lord’s Supper, Christians shared bread and wine in a sacred meal called the Eucharist. They did this in memory of Jesus, whose last supper was described in the Gospels. Christians believed that through the The Baptism of Constantine is Eucharist they were receiving the body and blood of Jesus. a painting by Raphael and is displayed at the Vatican Reading Check Why did Christianity find many followers in the palace in Rome. cities of the Roman Empire?

Chapter 9 Section 2 263

For Gifted and Talented L3 For Advanced Readers L3 Have students learn more about Paul’s Have students form a group and conduct contribution to the spread of Christianity research on one of the cities into which by reading an excerpt from one of his epis- Christianity spread, such as Alexandria, tles. Then have students write a brief para- Corinth, or Rome. Have the group note Answer graph that summarizes what they learned two or three facts about the effect of Chris- from this primary source. tianity on the people who lived there and Reading Check Many city dwellers were present their findings to the class. poor people who welcomed the message of Christianity as good news.

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Rome Reacts L2 Rome Reacts Guided Instruction The fast-growing new religion alarmed the Roman government. Christians refused to worship the Roman gods and did not show ■ Read Rome Reacts. As students read, cir- the emperor the respect that was required. Some Christians culate and make sure individuals can an- turned away from their responsibilities as Roman citizens, such swer the Reading Check question. as serving in the army. Many Roman officials began to view ■ Discuss how Roman officials reacted to the Christians as enemies of the empire. spread of Christianity. (Many officials saw Christians as enemies of the empire; the Ro- Rome Burns Under the emperor mans began to persecute the Christians in Nero, the first official campaign various ways and later tried to stamp out the against the Christians began in A.D. new religion.) 64. One night, a fire started in some shops in Rome. The fire spread and ■ Ask students Why do you think the Ro- burned for nine days, and it left mans were unable to stop the spread of much of the city in ruins. Christianity? (Answers may vary but According to some accounts, should include observations about the Nero blamed the Christians. He strength of many people’s devotion to Chris- ordered the arrest of Christians, who tian beliefs and the example set by Chris- were sent to their deaths. Some were tians who faced punishment or death.) forced to fight wild animals in the Colosseum. Others were soaked with Independent Practice oil and burned alive; others were cru- Have students fill in the last oval in the cified. Paul was imprisoned for two Taking Notes graphic organizer with an years and then killed. additional detail about the growth of Christianity. Treatment of Christians The Romans persecuted Christians at Monitor Progress various times for another 250 years. ■ Show Section Reading Support The Burning of Rome To persecute means to treat repeatedly in a cruel or an unjust way. Transparency HOW 82 and ask students to After the fire, rumors placed the During these years, the Roman Empire began to lose its power. blame on Nero for the fire that To explain the decline, Romans looked for people to blame. They check their graphic organizers individual- destroyed the city. Legend suggests ly. Go over key concepts and clarify key vo- that in his glee for the ruin of Rome, found them among the followers of the new religion. As one Nero played his lyre while standing Roman wrote: cabulary as needed. atop the Palatine. The legend is History of Our World Transparencies, depicted above. Infer Why was Nero If the Tiber River reaches the walls, if the Nile fails to so quick to blame Christians? Section Reading Support Transparency HOW 82 “rise to the fields, if the sky doesn’t move or the Earth does, if there is famine or plague, the cry is at once: ■ Tell students to fill in the last column of the ‘The Christians to the Lions.‘ Reading Readiness Guide.Probe for what ” they learned that confirms or invalidates In the Roman world it had become a crime just to be a each statement. Christian. As you have read, the punishment for following the Unit 3 History of Our World new religion was death. Teaching Resources, Reading Readiness Guide, p. 118

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Background Martyrdom Martyrs are not unique to was killed by the Romans around the Christianity. The Jews’ long history of per- year 135. The millions of Jews murdered secution includes many instances of mar- by German Nazis during World War II are Answer tyrdom. One of the earliest examples is regarded as martyrs by Jewish authorities. Akiba, a Jewish teacher and leader who Infer Nero blamed the fire on Christians, because he thought that they were a threat to the current political system. Nero could get rid of the Christians if people blamed them for the fire.

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The Appeal of Christianity Despite the persecution of its followers, Christianity continued to spread throughout the empire. The help that Christian communities gave to widows, orphans, and the poor drew people to the new religion. Its mes- sages of love, forgiveness, and a better life after death appealed to Assess and Reteach many. The figure of Jesus also attracted followers. Jesus was not a Assess Progress L2 hero from myth. He had actually lived among people of the Have students complete the Section Assess- empire. The writings known as the Gospels helped spread Jesus’ ment. Administer the Section Quiz. teachings. The simple style of the Gospels also made Jesus’ teach- ings easy to grasp. They were written in the language that ordi- Unit 3 History of Our World nary people used. Teaching Resources, Section Quiz, p. 120 As the Christian religion gained more followers, emperor According to tradition, after emperor tried to halt its spread. Actions against Christians L1 Saint Agnes, shown above, Reteach were especially severe under Domitian (duh MISH un), Marcus died for her beliefs under If students need more instruction, have them Aurelius, Decius (DEE shus), and Valerian (vuh LIHR ee un). The the persecution of Chris- read this section in the Reading and Vocabu- emperor Diocletian (dy uh KLEE shuhn) was determined to stamp tians by Diocletian. lary Study Guide. out the new religion, but not even he could stop the growth of Chapter 9, Section 2, History of Our Christianity. He outlawed Christian services, imprisoned World Reading and Vocabulary Study Christian priests, and put many believers to death. Diocletian’s Guide, pp. 101–103 actions accomplished the opposite of what he wanted, however. Many Romans admired the Christians. They saw them as martyrs Extend L3 and heroes. A martyr is someone who dies for a cause. By the Ask students to write a short biography (two A.D. 300s, about one in every ten Romans had accepted the or three sentences) of each person men- Christian faith. tioned in the section describing each person’s Reading Check How did the Romans persecute Christians? efforts to promote or stop the spread of Christianity.

Section 2 Assessment

Key Terms (b) Draw Conclusions Why do Writing Activity Review the key terms listed at you think the Roman governor You are a Roman citizen who the beginning of this section. had Jesus put to death? has just learned about Christianity. Use each term in a sentence that 2. (a) Recall To what new groups Write a paragraph describing explains the term’s meaning. did Paul want to spread the what you now know about it. teachings of Jesus? Target Reading Skill (b) Draw Inferences Why might List three details that support the Christians have borrowed ways of main idea of the section under worship from the Jewish religion? the heading Rome Reacts. 3. (a) Explain Why did Roman officials consider Christians Comprehension and enemies of the empire? Answer Critical Thinking (b) Identify Cause and Effect 1. (a) Describe What ideas did For: An activity on the spread of Reading Check The Romans persecuted What effect did Diocletian’s Christianity Jesus teach? actions have on the growth of Visit: PHSchool.com Christians by imprisoning them or putting Christianity? Explain. Web Code: mud-0920 them to death.

Chapter 9 Section 2 265 Section 2 Assessment

Key Terms Comprehension and Critical Thinking Writing Activity Students’ sentences should reflect knowledge 1. (a) Jesus taught that people should love Use the Rubric for Assessing a Writing Assign- of each Key Term. God and their neighbors. (b) The governor ment to evaluate students’ paragraphs. thought that Jesus was becoming too Target Reading Skill Unit 3 History of Our World powerful. Possible supporting details include the fol- Teaching Resources, Rubric for Assessing a lowing: Under the emperor Nero, the first 2. (a) Greeks and Romans (b) Many early Writing Assignment, p. 143 official campaign against the Christians followers of Jesus were Jews. began in A.D. 64; the Romans persecuted 3. (a) Christians refused to worship the Christians at various times for another Roman gods and did not show the Roman Typing in the Web Code 250 years; Diocletian outlawed Christian ser- emperor the respect that was required. when prompted will bring students vices, imprisoned Christian priests, and put (b) Diocletian’s actions helped Christianity directly to detailed instructions for this many believers to death. gain more followers. activity. Chapter 9 Section 2 265

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Section Section 3 Step-by-Step Instruction 3 The Fall of Rome Objectives Prepare to Read Social Studies Objectives Target Key Terms 1. Explore how bad government contributed In this section you will Reading Skill • Constantine (KAHN stun to the decline of the Roman Empire. 1. Explore how bad government contributed Identify Implied Main teen) (C. A.D. 286–337) 2. Understand the fall of the Roman Empire. to the decline of the Roman Empire. Ideas Sometimes main emperor of Rome from 2. Understand the fall of the Roman Empire. ideas are not stated A.D. 312 to 337; 3. Discuss Constantine’s role in support of 3. Discuss Constantine’s role in support for directly. The details in a encouraged the spread of Christianity. Christianity. section or paragraph hint Christianity 4. Learn how northern invaders contributed 4. Learn how northern invaders contributed at a main idea, but you • mercenary (MUR suh neh to the collapse of the Roman Empire. must state it yourself. ree) n. a soldier who to the collapse of the Roman Empire. As you read, study the serves for pay in a foreign Reading/Language Arts Taking Notes details in each section. army Learn to identify the implied main idea of a As you read, identify each section’s main idea Then write the section’s • inflation (in FLAY shun) n. and details. For each section, copy the diagram main idea and supporting an economic situation paragraph or section. below. Fill in each main idea and details. details in your Taking in which the government Notes diagram. issues more money with Bad rulers contributed to Rome’s collapse lower value Prepare to Read Build Background Knowledge L2 In this section, students will learn about the fall of the Roman Empire. Ask students to preview the section and write two questions Emperor Constantine (KAHN stun teen) stood with his troops This statue of Emperor Constantine near a bridge spanning the Tiber River. On that day in A.D. 312, about the empire’s collapse. Write students’ originally towered over 30 feet questions on the board. Allow them to use (9m). Today, only the head remains. the sky was full of clouds and Constantine was filled with doubts. these questions to fill in the second column His enemies were waiting on the other side of the river. of their charts in the Set a Purpose for As Constantine stood, hoping for victory, the sun broke Reading activity below. through the clouds. According to one story, Constantine saw a cross in the sky. Above the cross was written in Latin: “Under this Set a Purpose for Reading L2 sign you will conquer!” ■ Preview the Objectives. A different story claims that Constantine had a dream. Because of this dream, Constantine had his soldiers’ shields ■ Form students into pairs or groups of four. marked with a Christian symbol. In the battle, Constantine’s Distribute the Reading Readiness Guide. army won an overwhelming victory. Constantine believed that Ask each student to fill in the first two col- the victory had come from the Christian God. Constantine umns of the chart. Use the Numbered vowed to become a Christian. Heads participation structure (TE, p. T40) Historians today debate whether Constantine had these reli- to call on students to share one piece of in- gious experiences—or whether they are just legend. But Con- formation they already know and one stantine, Rome’s emperor from A.D. 312 to 337, strongly piece of information they want to know. encouraged the spread of Christianity. Unit 3 History of Our World Teaching Resources, Reading Readiness 270 History of Our worldWorld Guide, p. 122

Vocabulary Builder Target Reading Skill L2 apart. Tell students that based on these Preview Key Terms L2 Identify Implied Main Ideas Point out the details the main idea of the section could be Pronounce each Key Term, then ask students Target Reading Skill. Explain that the main stated as follows: The Roman Empire fell to say the word with you. Provide a simple idea of a paragraph or section of the text is apart for a variety of reasons. explanation such as “because of inflation, not always stated directly. Instead, details in Give students Identify Implied Main Ideas. Roman money had almost no value in the the text hint at the main idea, and you must Have them complete the activity in groups. later years of the empire.” state it yourself. Unit 3 History of Our World Model identifying the implied main idea Teaching Resources, Identify Implied Main of The Empire Crumbles on p. 272. Point out Ideas, p. 127 that the text under this heading provides details about why the Roman Empire fell

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The Roman Empire, A.D. 180–476 Instruct

A.D. 312–337 A.D. 284–305 Constantine From Good Rule to Bad L2 A.D. 180–192 Diocletian rules. Commodus rules. rules. Guided Instruction ■ Vocabulary Builder Clarify the meaning A.D. 100 A.D. 200A.D. 300 A.D. 400 A.D. 500 of the high-use words authority and prestige before reading.

A.D. 180 A.D. 284 A.D. 313 A.D. 330 A.D. 410 A.D. 455 A.D. 476 ■ Read from Good Rule to Bad, using the Marcus Aurelius Diocletian Constantine Constantinople Visigoths Vandals Last Structured Silent Reading technique (TE, dies. divides the declares becomes capital loot loot Roman empire. freedom of of the Roman Rome. Rome. emperor is p. T38). religion. Empire. driven from the ■ Ask students When did the Roman Em- throne. pire began to collapse? (The Roman Em- pire began to collapse 125 years before Constantine, when Marcus Aurelius died and his son Commodus took power.) From Good Rule to Bad ■ Discuss how the rule of the emperor Com- The Christian Church provided comfort and authority modus was bad for the Roman Empire. at a time when the mighty Roman Empire was close to (Possible responses: Commodus did not collapse. By the time Constantine took power, he could do choose good people to help him govern. He little to stop the empire’s fall. The trouble had started 125 years supported violence.) earlier, when Marcus Aurelius died. The emperor left his son Timeline Skills Commodus in power in A.D. 180. Target Reading Skill L2 These timeline entries show Commodus was only eighteen when he became emperor. the decline and collapse of Identify Implied Main Ideas As a follow up, Marcus Aurelius was aware that his son was not qualified to rule the Roman Empire. Identify ask students to answer the Target Reading the empire. But Commodus was in line to inherit power. Marcus When did Diocletian divide Skill question on this page in the Student Aurelius may have believed that Commodus would grow to be a the Roman Empire? Summarize Summarize the Edition. (All the details in this section support good emperor as time went by. important events from the the following main idea: The Roman Empire Commodus allowed others to help him run the empire, but he timeline. began to collapse under the bad government of made poor choices. He stood by as others worked to destroy the the emperor Commodus.) power and prestige of the senate. Commodus himself showed lit- tle use for the senate by not seeking its approval before he acted. Independent Practice He kept a grip on power by bribing the army to support him. Identify Implied Ask students to copy the Taking Notes graph- His bold, extravagant, and savage ways were his downfall. He Main Ideas ic organizer on a blank sheet of paper. Have loved the bloodshed of the gladiators. He took part in the games In one sentence, state the main idea that all the details in this students fill in the organizer with the main himself, dressed as the hero Hercules as well as in other costumes. section support. idea and details of From Good Rule to Bad. Commodus had planned to appear as a gladiator on the first day Briefly model which details to include in the of 193, but he was assassinated on New Year’s Eve in 192. organizer. Reading Check What happened to the Roman senate under the emperor Commodus? Monitor Progress As students fill in the graphic organizer, circulate and make sure individuals are cor- rectly identifying the main idea of the section Chapter 9 Section 271 and the details that support it. Provide assis- tance as needed. Vocabulary Builder Use the information below to teach students this section’s high-use words. High-Use Word Definition and Sample Sentence Answers authority, p. 271 n. the power or right to enforce obedience, take action, or make final decisions Reading Check The Roman senate lost its The school board has the authority to send students home if the weather is bad. power and prestige. prestige, p. 271 n. the power to impress or influence, because of success or wealth. Identify A.D. 284 Summarize Possible Her prestige was based on her wealth. response: Diocletian divides the empire; appointed, p. 273 v. to have named or selected officially for an office. The students appointed a leader for the council. Constantine declares freedom of religion, Constantinople becomes capital, and the last emperor is driven from the throne.

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The Empire Crumbles L2 Invasions of the Roman Empire to A.D. 476

10° W 0° 10° E 20° E 30° E 40° E 50° E North a Guided Instruction Jutes e Movement The Roman Sea S N c ■ Angle i Empire in the west fell to Read The Empire Crumbles on pp. 272– 50 s t ° N a l BRITAIN B German invaders in A.D. 476. Saxons E 273. Use the Structured Silent Reading R W h i The eastern part of the n Lo e m ° N strategy (TE, p. T38). A TLANTIC R b 50 s . a S empire survived as the k r D n d n a s ie OCEAN r per Byzantine Empire. ■ Identify problems that led to the fall of F Troyes R. Huns s n Identify What groups of H u s Rome. (Possible response: There were sever- GAUL th invaders entered the Roman V s o ls isigoths n g a i d u 40 n s

al reasons for fall of Rome: weak, corrupt ° N a i Empire? V H D V Black Sea SPAIN anu . Compare and Contrast In rulers, a mercenary army, the size of the em- hs be R ot Rome ITALY Adrianople ig ° which part of the empire did is 40 N pire, and serious economic problems.) V Constantinople 10° W most invasions take place? ASIA MINOR ■ andals Ask students Why was the size of the em- V pire a problem? (Possible responses: The Vandals Carthage GREECE AFRICA M e 30° d i e a Roman Empire was so large that it was diffi- N t e r r a n e a n S cult to control and govern and it was con- 0° 10° E 30° N stantly under attack. Many conquered KEY

EGYPT N territories regained their independence. The Western Roman Empire, A.D. 395 il e R . Red Sea Roman army spent more time defending the Eastern Roman Empire, A.D. 395 Major battle site 0 miles 1,000 ncer Use Web Code empire than it did extending its authority Tropic of Ca City 0 kilometers 1,000 mup-0933 for step-by-step and helping govern Roman lands.) Lambert Azimuthal Equal Area 30° E map skills practice. ■ Discuss how the size of the Roman Empire created economic problems. (The Roman Empire was shrinking. Without new lands, The Empire Crumbles Rome did not have the new sources of wealth The decline of the Roman Empire began under Commodus. it needed to pay its army. In order to raise Historians do not agree on any one cause for this decline. They money, the government raised taxes.) believe that several problems led to the fall of Rome.

Weak, Corrupt Rulers After Commodus, emperors were almost always successful generals, not politicians. They often stole money from the treasury. They used the money to enrich themselves and pay for the loyalty of their soldiers. The govern- ment and the economy became weak and the senate lost power. Would-be rulers gained the throne by violence. Between A.D. 180 and A.D. 284, Rome had 29 emperors. Most were assassinated. Relief showing a barbarian fighting a Roman soldier A Mercenary Army In earlier times, the Roman army had been made up of citizen soldiers ready to defend their land. Now the army was filled with mercenaries, foreign soldiers who serve for pay. Mercenaries were motivated by money, not by loyalty to any cause. They often switched sides if doing so could work to their personal advantage. Rome’s strength had depended on a strong army that was loyal to the empire. This was now a memory.

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Background Elagabalus the Eccentric Elagabalus bizarre antic may have been his establish- became emperor in A.D. 218, when he was ment of a competition among slaves to only 14. He had no real qualifications to be collect spider webs. When 10,000 pounds Answers emperor and is chiefly remembered for his had been collected, he exclaimed, “That eccentricities. He amused himself by con- proves how big Rome is!” After four pur- Identify The Jutes, Angles, cocting outlandishly labor-intensive tasks poseless years on the throne, Elagabalus Saxons, Franks, Vandals, Visigoths, Lom- for those beneath him. Elagabalus’s most was murdered by his own guards. bards, and Huns entered the Roman Empire. Compare and Contrast Western Roman Empire

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The Size of the Empire The Roman Empire had grown too Independent Practice large. Enemies launched attacks all over the empire. Many con- Have students copy the Taking Notes graphic quered territories regained their independence. The Roman organizer on a blank sheet of paper for this army spent its time defending the empire instead of extending its section. Tell them to fill in the organizer with authority. Consequently, the empire shrank. the main idea and details of The Empire Crumbles. Serious Economic Problems When Rome stopped con- quering new lands, new sources of wealth were no longer avail- Monitor Progress able. The empire struggled to pay its army. To raise money, the As students fill in the graphic organizer, government raised taxes. Meanwhile, the people of the empire circulate and make sure individuals are cor- suffered severe unemployment. rectly identifying the main idea of the section Food was scarce, so its price went up. To pay for food, the and the details that support it. Provide assis- government produced more coins. The value of those coins was tance as needed. dependent upon the amount of silver in them. But because the government did not have much silver, less of this metal was put in each coin. This change resulted in inflation, an economic sit- uation in which more money circulates, but the money has less value. When inflation is not controlled, money buys less and less. Roman coins soon became worthless.

Efforts to Stop the Decline Some emperors tried to stop the empire’s decline. Diocletian worked to strengthen Rome. He enlarged the army, built new forts at the borders, and improved the tax system. Diocletian also divided the empire into two parts to make it easier to rule. He ruled the wealthier eastern part of the empire, and appointed a co-emperor to rule the western part.

Reading Check What problems did having a mercenary army cause for the empire? Roman warship

Chapter 9 Section 273

Skills Mini Lesson

Identifying Cause and Effect L2 2. Help students practice the skill by dis- 1. Teach the skill by explaining that a cause cussing events leading up to the fall of is an event or condition that makes the Roman Empire. Ask students to something else happen, and an effect is identify an event or condition that led Answers what happens as a result of a cause. Tell directly to another. Reading Check The empire’s army was not students that when they read they can 3. Have students apply the skill by listing discover cause-effect chains. as strong as it had been, because mercenary and explaining other events or condi- soldiers were motivated by money rather tions in cause-effect chains that led ulti- than loyalty and would switch sides if that mately to the fall of Rome. worked to their advantage.

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Constantine and Christianity L2 Guided Instruction ■ Ask students to read Constantine and Christianity on pp. 274–275. Circulate to make sure that students can answer the Reading Check question. ■ Discuss how Constantine supported Christianity. (Constantine and Licinius proclaimed freedom of worship for people across the empire. Constantine strengthened the church by helping to solve a religious cri- sis that would have led to a split in the church; Constantine also supported the con- Christianity in the struction of Christian places of worship.) Roman Empire Constantine and Christianity Above is the church of St. John Diocletian and his co-emperor stepped down in A.D. 305. A ■ Ask students Why do you think Constan- the Theologian in Ephesus, an ancient city whose ruins are struggle for power followed. For seven years, generals fought one tine wanted to keep the Christian church located in present-day Turkey. from splitting into a western part and an another for power until one—Constantine—became the winner. Ephesus was an early base of As you read earlier, Constantine reported that the Christian God eastern part? (Possible response: Constan- Christianity within the Roman tine may have believed that keeping the Empire. Summarize How did had helped his army win the battle for control of Rome. The vic- Constantine encourage the tory at the bridge over the Tiber made Constantine sole ruler of church from splitting into eastern and west- spread of Christianity? ern parts might also keep the people of the the Roman Empire in the West. In the East, rule of the Roman empire unified, which in turn might Empire was shared by Licinius (ly SIN ee us) and Maximinus strengthen the empire.) (mak suh MEE nus). In 313 Licinius took complete control of the eastern parts of the empire.

Independent Practice Freedom of Religion Also in 313, Constantine and Licinius Have students copy the Taking Notes graphic proclaimed freedom of worship for people across the empire. organizer on a blank sheet of paper for this Under Diocletian and others, Christians had been tortured and section. Then have them fill in the organizer punished for their beliefs. Now Rome would no longer persecute with the main idea and details of this section. the Christians. They were free to practice their religion openly. If necessary, briefly model again how to iden- They could organize churches. Property that had been taken tify the main idea based on details from the from them was returned. Christianity would soon became the section. official religion of the Roman Empire.

Monitor Progress Another Christian Victory In 324 Constantine won several As students fill in the graphic organizer, battles against Licinius for control of the eastern half of the circulate and make sure individuals are cor- Roman Empire. Now Constantine was emperor of both East and rectly identifying the main idea and support- West. Although Licinius and Constantine had agreed to tolerate ing details. Provide assistance as needed. all religions when they began sharing power in 313, Licinius had continued to allow the persecution of Christians in the East. Constantine saw his victory over Licinius as further proof that Answer the Christian God was working through him.

Summarize He won control of the eastern 274 History of Our World half of the Roman Empire and ended perse- cution of Christians there.

For Less Proficient Readers L1 For Advanced Readers L3 Have students outline the section to help Have students research one key point from them remember key points in their read- their reading. Guide them to select a per- ing. Use the Outline Transparency to son, place, or event of interest and exam- model creating an outline. ine the topic more closely. Invite them to History of Our World Transparencies, present a brief oral report on their findings Transparency B15: Outline to the class.

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Building a Faith During his 25 years as emperor, Constantine Invasions and Collapse L2 worked to strengthen the Christian church. In 325 he stepped in to help solve a religious crisis. The church almost split apart Guided Instruction when eastern and western church leaders disagreed on certain ■ Ask students to read Invasions and Col- issues of faith. Constantine led a meeting in Nicaea (ny SEE uh) lapse on p. 276. Circulate to make sure that that brought the two sides together and kept the church whole. students can answer the Reading Check Constantine was a leading force behind the construction of question. important Christian places of worship. He helped plan and pay ■ for the construction of a church in Jerusalem on the spot where Ask students to identify some of the north- Jesus was crucified, buried, and is said to have risen from the ern invaders who overwhelmed the em- dead. The church of St. Peter in Rome was also built with his pire. (The northern invaders included the help. Constantine also supported the building of churches in the Visigoths, Vandals, and other Germanic city that would become the empire’s new capital. tribes.) ■ Ask students Why were groups of invad- A New Capital In 330, Constantine moved the capital of the ers from the north able to overwhelm the Roman Empire east to the city of Byzantium (bih ZAN tee um), in Roman Empire in the 400s? (The Roman what is now Turkey. It was a natural move for the emperor. He army was very weak and the Roman emper- had grown up in the East and had lived in the eastern Roman city or was almost powerless by the 400s.) of Nicomedia (ni kuh MEED ee uh) at the court of the emperor Diocletian. The move east also made sense for the empire. Rome had not been its political center for some time. Read the Links Across Time on Constantine spared no expense in enlarging Byzantium and p. 276. Ask students Why is someone filling it with riches. When he dedicated the city as the new cap- This shows the Hagia Sophia who destroys or steals property called ital of the empire, he called it New Rome. Soon, however, the cap- in Sultan Ahmet Square in a vandal? (The Vandals looted Rome ital was known by a different name, Constantinople (kahn stan Constantinople, the capital and their name has become connected of the eastern Roman Empire. tuh NOH pul), “the city of Constantine.” With the emperor and with destructive behavior.) the empire’s capital in Constantinople, the power of the Roman Today, Constantinople is known as Istanbul, Turkey. Empire was now firmly in the East. Independent Practice Reading Check What city became the new capital Have students copy the Taking Notes graphic of the Roman Empire? organizer on a blank piece of paper for this section. Students should fill in the organizer with the main idea and details of Invasions and Collapse.

Monitor Progress ■ Show Section Reading Support Transparency HOW 83 and ask students to check their graphic organizers individual- ly. Go over key concepts and clarify key vo- cabulary as needed. History of Our World Transparencies, Section Reading Support Transparency HOW 83 ■ Tell students to fill in the last column of the Reading Readiness Guide. Chapter Section 275 Unit 3 History of Our World Teaching Resources, Reading Readiness Background Guide, p. 122 The Visigoths The Visigoths, who had workers. Threatened by other invaders, the settled in what is now Romania, were one Visigoths asked Rome for protection. The of the largest Germanic tribes that invaded Romans allowed them to settle in the the Roman Empire. Though deemed “bar- empire but treated them cruelly. The Visig- baric” by the Romans, the Visigoths oths revolted in 378 and defeated the Answer farmed and herded cattle, had their own Roman army in battle. In 410, they cap- Reading Check Byzantium became the new language, and were fairly skilled metal tured and sacked Rome. capital of the Roman Empire and soon became known as Constantinople.

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Assess and Reteach Invasions and Collapse Constantine struggled to keep the empire together, but the forces Assess Progress L2 Vandals Today, we call some- one who destroys property pulling it apart were too great. After his death, invaders swept Have students complete the Section Assess- and valuable things a vandal. across Rome’s borders and overwhelmed the empire. The ment. Administer the Section Quiz. The Vandals were one of the invaders belonged to northern tribes. Today, we call them Germanic tribes that invaded Germanic tribes. The Romans called them barbarians. In the Unit 3 History of Our World the Roman Empire. They past, the Roman army had been able to defeat these tribes. Now, Teaching Resources, Section Quiz, p. 124 looted Rome in A.D. 455, steal- ing artwork and other highly however, they could not stop the intruders. In the 400s, the prized items. Their name came Germanic tribes overran the empire. One tribe, the Visigoths Reteach L1 to be connected with this kind (VIZ ee gahths), captured and looted Rome in 410. The Vandals If students need more instruction, have them of destructive (VAN dulz), another Germanic tribe, took Rome in 455. The read the section in the Reading and Vocabu- behavior. Roman emperor was almost powerless. lary Study Guide. The last Roman emperor was 14-year-old Romulus History of Our World, Reading and Augustulus (RAHM yuh lus oh GUS chuh lus). His name recalled Vocabulary Study Guide, pp. 104–106 more than 1,000 years of Roman glory. But the boy emperor did not win glory for himself. In 476, a German general took power Extend L3 and sent the emperor to work on a farm. After Romulus Ask students to work in groups to prepare a Augustulus, no emperor ruled over Rome and the western part of plan to rescue the Roman Empire from col- the empire. lapse. Tell students to list the problems Rome However, even after Rome fell, the eastern part of the empire faced and suggest a solution for each. Then The Anglo-Saxons who invaded remained strong. Its capital, Constantinople, remained the center have each student in the group write an essay Roman England buried their kings in of another empire, the Byzantine Empire, for a thousand years. describing one problem and a possible ships. At a site discovered in England in 1939, the ancient ship had rotted. Reading Check Who was Romulus Augustulus, and what solution. Yet many items, including this hel- was his fate? Answer met remained. Reading Check Romulus Augustulus was the last Roman emperor; a German general Section 3 Assessment removed Romulus Augustulus from power in 476 and sent him to work on a farm. Key Terms 2. (a) Identify What factors Writing Activity Review the key terms listed at the contributed to the Roman The fall of the western Roman beginning of this section. Use each Empire’s decline? Empire was a turning point in term in a sentence that explains (b) Identify Cause and Effect history, but many people in those Section 3 Assessment the term’s meaning. How did each cause you listed days may not have noticed any affect the empire’s stability? change. Why might this be true? Key Terms Target Reading Skill 3. (a) Describe What did Students’ sentences should reflect knowledge State the main idea of the section Constantine do to show that Constantine and Christianity. he accepted Christianity? of each Key Term. (b) Draw Conclusions Why Comprehension and Target Reading Skill did Constantine take steps to Critical Thinking strengthen the Christian church? The implied main idea can be stated as fol- 1. (a) Recall How is Marcus 4. (a) Recall What events led to lows: Constantine helped strengthen Chris- Aurelius remembered? the fall of Rome? For: An activity on the fall of tianity in the Roman Empire in many ways. (b) Analyze Was Commodus a (b) Analyze Information Why the Roman Empire good choice for emperor? Visit: PHSchool.com was the Roman army unable to Web Code: mud-0930 Comprehension and Critical Thinking resist the invading armies? 1. (a) as a writer and philosopher (b) No; Commodus was not qualified. 276 History of Our World 2. a. Weak, corrupt rulers, a mercenary army, the size of the empire, and economic problems. (b) Weak, corrupt rulers weak- 4. (a) Invasions by the Germanic tribes. ened the empire’s government. The merce- (b) By the time invading armies overran the nary army were motivated by pay instead of empire, the Roman army was very weak. loyalty to Rome. The large size of the empire made it difficult to control. The empire suf- Writing Activity fered from high taxes, severe unemployment, Use the Rubric for Assessing a Writing Assign- and inflation. ment to evaluate students’ writing. Typing in the Web code 3. (a) He allowed Christians to practice their Unit 3 History of Our World when prompted will bring students religion openly. (b) He believed that the Teaching Resources, Rubric for Assessing a directly to detailed instructions for Christian God was working through him. Writing Assignment, p. 143 this activity.

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Focus on The Roman Focus On Soldier L2 The Roman Soldier Guided Instruction ■ Read the introductory paragraph and The Roman soldier was a citizen and a professional, committed study the art, photos, and captions as a to serving on the battlefield for at least 25 years. Away from his class. homeland for years at a time and forbidden to marry during his service, he formed strong bonds of loyalty to his commander and ■ Discuss the job of the scouts. (They trav- eled ahead of the legion to choose a site for a his comrades. If he survived to complete his dangerous service, temporary camp.) What did the scouts he could expect to be well consider when choosing a site? (They rewarded with land or money. looked for level land and tried to choose land located near a water source.) ■ Ask What was the purpose of trenches and ramparts? (to protect the soldiers from attack) Pocket Sundial This travel-sized Roman ■ Ask students Why do you think the sol- sundial was used to keep diers were forbidden to marry during time. their service? (Possible answer: to ensure that they remained loyal to the army.) ■ Have students work in pairs to answer the Assessment questions.

Making Camp Foot soldiers, called legionaries (LEE juh nehr eez), sometimes marched 20 miles a day, weighed down by about 70 pounds (32 kilograms) of armor and gear. At the end of their march, the legion, or army, would make a temporary camp. Scouts traveled ahead of the legion to choose a level piece of land near a water source, such as a river or a stream. When the legionaries arrived, some stood guard while others set to work building ram- parts—banks of earth to protect them from attack. First they cut strips of turf from the ground. Then they dug trenches about 10 feet (3 meters) deep. The earth piled up from the trenches formed the ramparts, which were then covered with turf. Finally, stakes driven Ruins of a Roman military camp built near the Dead Sea in Israel into the ramparts created a fence. Inside the camp, tents were pitched in orderly rows. The entire job probably took about two hours.

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For Less Proficient Readers L1 the sequence signal words in the Making Pair less proficient readers with more pro- Camp paragraph on p. 216 to help them ficient students and have them write step- identify the order of the steps. Remind by-step instructions detailing how to them to number each step. make a temporary camp. Tell them to use

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Independent Practice Tell students to suppose that they are soldiers in the Roman army. Ask them to write a letter to their parents describing what life is Tools The men used pickaxes like as a soldier and what their daily duties Armor and turf cutters to build include. Various styles of armor the camp’s defenses. were introduced through- out the army’s history.

Centurions These officers led the legion- aries into battle and directed them in their duties.

Assessment

Describe What types of challenges did Iron Tools legionaries face during their service in Roman soldiers used many different kinds the Roman army? of tools. The axe (left) Generalize Why do you think Roman and a hook (right) used to lift cauldrons soldiers developed a strong sense of from a fire date from loyalty to the army during their service? the A.D. 100s. Chapter 9 267 Answers Assessment Describe They were away from home for many years at a time; they had to serve for at least 25 years; they had to walk many miles each day carrying heavy equipment; they had to work hard to build camps. Generalize Possible answer: Because they were away from home for such long periods of time, they became close with other sol- diers and their superiors, which strength- ened their loyalty to each other and the army.

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ComparingComparing andand ContrastingContrasting Objective Learn how to compare and contrast two or more events, people, ideas, or things. uppose your teacher gave you this extra- Scredit project: Write a paper comparing Prepare to Read and contrasting the ancient empire of Rome with China during the Qin dynasty. Build Background To compare means to find similarities. Knowledge L2 (Sometimes people use to compare to mean to Explain that when you compare two or more find similarities and differences. Be sure to things you look at how they are alike. Some- ask your teachers what they mean when they times you may also look at how they are ask you to compare.) You also know that to different. When you contrast two or more contrast means to find differences. For this things you look only at how they are differ- project, you need to find out how Rome and ent. Have students brainstorm things in their China were alike and how they were different. own lives or experience that they might com- pare and contrast. Learn the Skill Whenever you are asked to compare and contrast, follow these steps: Instruct 1 Identify a topic and purpose. What do you want to compare, and for what purpose? For example, you may want to: Comparing and • make a choice Contrasting L2 • understand a topic • discover patterns Guided Instruction • show that items are more alike or more different ■ Read the steps to Comparing and Con- 2 Identify categories of comparison, and fill in details for each trasting as a class and write the instruc- category. You will need to take notes. You may want to orga- tions on the board. nize your notes in a chart. Make a column for each item you ■ Practice the skill by following the steps on want to compare, and make a row for each category of com- pp. 268–269 as a class. Model each step in parison. Then fill in specific information under each of your the activity. categories. ■ Read step 1 on p. 269 aloud and ask stu- 3 Identify similarities and differences. If you make a chart, you dents what the chart headings tell them can mark an S for similar or a D for different items. about this activity. (They are comparing the 4 Draw conclusions. Write a sentence telling whether the items Roman Empire and the Qin Dynasty for you’re comparing have more similarities or more differences. ways in which they are similar or different) ■ Read aloud the first question in step 2. Then ask volunteers to name the catego- ries of comparison. (Length of empire, Ma- jor Characteristics, Religion or Philosophy) 268 History of Our World Ask the second question in step 2. (The rows provide categories of information and the information in each row, under each have more similarities or contrasts. (The Independent Practice heading provide information about the Roman Empire was more similar to the Qin Assign Skills for Life and have students com- category) Dynasty than it was different from it.) plete it individually. ■ As a class, compare and contrast the infor- ■ Ask students to identify topics from the Unit 3 History of Our World mation in each column and row and write chapter that might make good subjects for Teaching Resources, Skills for Life, p. 130 S or D in the last column. comparing and contrasting. (Possible re- sponses: comparing the early Roman repub- ■ Model how to draw a conclusion from the Monitor Progress lic with the later years of the Roman Empire; comparison and then write a sentence on Teacher should monitor the students doing contrasting the lives of the Roman rich and the board that tells whether the two items the Skills for Life worksheet, checking to poor) make sure they understand the skills steps.

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Assess and Reteach

Practice the Skill Assess Progress L2 Use the chart below to practice comparing and contrasting. The remains of an ancient Ask students to do the Apply the Skill 1 Examine the headings in the chart below to identify the Roman road in Sicily activity. chart’s topic and its purpose. Reteach L1 2 What are the main categories of comparison in the chart? If students are having trouble applying the How do the details shown support each category? skill steps, have them review the skill using 3 Fill in S or D in the last column of the chart to identify the the interactive Social Studies Skills Tutor similarities and the differences between the two empires. CD-ROM. Comparing and Contrasting, Social Studies 4 As you write your conclusion, keep in mind the topic and the purpose of the chart. Skills Tutor CD-ROM

Extend L3 The Roman Empire and the Qin Dynasty ■ To extend the lesson, show students how a Venn diagram can be used to show how Characteristic Roman Empire Qin Dynasty Similar or Different two things are alike and different. Draw a Length of About 520 years About 15 years Venn diagram on the board. Model where empire (44 B.C.–A.D. 476) (221–206 B.C.) to list similarities and differences between Major • Built a network of roads • Built a network of roads two things in the diagram. characteristics • Created local governments • Created local governments ■ • Established code of laws • Established code of laws Have students create their own Venn dia- • Created a money system • Created a money system grams to show the similarities and differ- (currency) (currency) ences between life in ancient Rome and life • Supported literature and • Restricted the freedoms the arts of scholars in the United States today. Religion or Roman religion; later Philosophy of legalism ■ For extra credit, students may compare philosophy Christianity and contrast items of their choice from the chapter. Students may explain their completed Venn diagrams in a brief oral presentation.

Apply the Skill Use the steps on this page to compare and contrast features of Roman life with life in the United States today. Take notes or put your comparisons in a chart. Write a sentence that draws a conclusion about your findings.

An ancient Chinese road

Chapter 9 269 Answers Apply the Skill Ancient Rome: most people had to rely on the government for food; women could not For Special Needs Students L1 together. When the students feel more be citizens; many Romans had slaves; enter- Partner special needs students with more confident, they can move on to Level 2 tainment was violent and deadly; proficient students to do Level 1 of the alone. United States today: most people do not rely Comparing and Contrasting lesson on the Comparing and Contrasting, Social Stud- on the government for food; women can be Social Studies Skills Tutor CD-ROM ies Skills Tutor CD-ROM citizens and own property; US Citizens do not own slaves; entertainment is mostly safe. Summary: There are more differences between the daily life of ancient Romans and modern United States citizens than there are similarities.

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