UNIT 2
New Directions in Government and Society 2000 B.C.–A.D. 700
The Athenian Acropolis This painting was created by the German architect and artist Leo von Klenze (1784–1864) in 1846.
The fifth century b.c. was a golden age for the Greek city-state of Athens. One of the enduring symbols of the age is the Acropolis. Reconstructed under the leadership of the great Athenian states- man Pericles, it represents a time when Athens had assumed a leading role on the Greek peninsula.
Klenze’s painting, though made in the 19th century, gives us some sense of how the Acropolis may have looked dur- ing the Age of Pericles. Above a gathering of Athenian citizens in the foreground, we see many of the Acropolis’s most impor- tant structures. At the top of the stairs is the great six-columned entrance to the Acropolis’s sacred precincts, known as the Propylaea. Looming over the Propylaea on the left is the enormous bronze statue of Athena Promachos (“foremost in battle”)—said to have been visible from several miles out to sea. To the right is the crown jewel of the Acropolis, the temple of Athena Parthenos (“virgin”), or simply, the Parthenon.
The architectural achievements of Periclean Athens inspired the Greek writer Plutarch to describe the great buildings of the Acropolis: “Each of them is always in bloom, maintaining its appearance as though untouched 118 by time, as though an evergreen breath and undecaying spirit had been mixed in its construction.”
118 Unit 2 UNIT 2
Previewing the Unit This unit begins with the great civiliza- tions of Greece and Rome. The Greeks and Romans set standards in the arts, philosophy, and government that
This painting of Athens shows why the profoundly affect later civilizations. Greeks called the main district of government and religious buildings an Power and Authority In shaping a new acropolis, meaning city at the top. Such kind of society, Greece creates the idea of buildings were constructed in the highest, most easily defended part of the city. democracy, or government by the people. The Romans develop the republic, a form of government in which citizens choose their leaders.
Cultural Interaction Meanwhile, both India and China establish powerful dynas- ties and develop vibrant cultures. The Mauryan and Gupta empires temporarily unify India, and through trade, Indian cul- ture spreads to much of Asia. China is unified under the Han dynasty, which rules for 400 years.
In East and West Africa, diverse cultures grow as people adapt to the continent’s varied environments. Trade and mass migrations to the south play an important role in the early history of Africa.
The first civilizations in the Americas emerge in Mexico and Peru and strongly influence those that follow.
Comparing & Contrasting Classical Ages In Unit 2, you will learn that Greece had a classical age, a time of Tell students that the unit feature on great cultural achievement that left an enduring legacy. At the end pages 252–257 will help them compare of the unit, you will have a chance to compare and contrast Greece’s classical age with several others. (See pages 252–257.) societies that went through classical ages. Encourage students to use the time lines, maps, charts, primary and secondary sources, and images to examine the 119 cultural achievements of the societies in Unit 2.
Teacher’s Edition 119 CHAPTER s INTRODUCTION CHAPTER Ancient Rome and Early Introducing the s 0OINT OUT THAT 2OMES FAVORABLE LOCATION Christianity, 500 B.C.-A.D. 500 near the Mediterranean Sea contributed to its rise. s 4ELL STUDENTS THAT ECONOMIC MILITARY political, and social problems contributed to the empire’s decline. Essential Question Previewing Themes s %XPLAIN THAT THE 2OMAN %MPIRE HAD A What impact did the rise and fall of POWER AND AUTHORITY Rome began as a republic, a government profound influence on the culture of the Roman Empire have on culture, government, and religion? in which elected officials represent the people. Eventually, absolute Europe and the United States. rulers called emperors seized power and expanded the empire. What You Will Learn Geography About how many miles did the Roman Empire stretch from east to west? Previewing Themes In this chapter you will trace the rise, fall, and impact of the Roman Empire and the EMPIRE BUILDING At its height, the Roman Empire touched three spread of Christianity. Urge students to look for connections continents—Europe, Asia, and Africa. For several centuries, Rome between the three main ideas. For SECTION 1 The Roman Republic brought peace and prosperity to its empire before its eventual The early Romans established collapse. example, point out that Rome’s rise to an a republic, which grew powerful and spread its influence. Geography Why was the Mediterranean Sea important to the empire led to the spread of Christianity. Roman Empire? Emphasize the universality of human SECTION 2 The Roman Empire The creation of the Roman desires for power and authority, as well Empire transformed Roman government, RELIGIOUS AND ETHICAL SYSTEMS Out of Judea rose a as for a spiritual connection. society, economy, and culture. monotheistic, or single-god, religion known as Christianity. Based on the teachings of Jesus of Nazareth, it soon spread throughout Rome SECTION 3 The Rise of Christianity Accessing Prior Knowledge Christianity arose in Roman- and beyond. occupied Judea and spread throughout Geography What geographic features might have helped or Ask students to list any ancient Romans the Empire. hindered the spread of Christianity throughout the Roman Empire? that they can name (Possible Answers: SECTION 4 The Fall of the Roman Empire Julius Caesar, Mark Antony) and discuss Internal problems and what they already know about them. Tell invasions spurred the division and decline of the Roman Empire. them that Christianity comes from the SECTION 5 Rome and the Roots of Greek word christos, meaning “messiah” Western Civilization or “savior.” The Romans developed many ideas and institutions that became Geography Answers fundamental to Western civilization.
POWER AND AUTHORITY The Roman Empire stretched about 3,500 miles from east to west.
EMPIRE BUILDING The Mediterranean Sea gave Rome access to the oceans for trade, conquest, and communication.
RELIGIOUS AND ETHICAL SYSTEMS They had to control borders, protect distant territories, rule different cultures and peoples, and manage trade and commerce. 152
TIME LINE DISCUSSION
Explain that the period of 500 b.c. to a.d. 500 3. In what year was Italy invaded during the 6. After Diocletian became emperor of Rome, saw the rise and fall of an entire empire. The Punic Wars? (Italy was invaded in 218 b.c.) how long did the Western Roman Empire time line highlights some key events in 4. What events happened in the world around survive? (It survived 192 years.) this journey. the time of the Punic Wars? (Empires were 1. When did Rome become a republic? (Rome founded in India and China.) became a republic in 509 b.c.) 5. Notice the long time span between the 2. How many years passed between the start of second Punic War and Octavian’s defeat of the first and second Punic Wars? (46) What Antony and Cleopatra. What might this quiet can you infer about the outcome of the first time suggest about events in Rome during this Punic War? (It was unresolved.) period? (Rome was in a stable condition dur- ing this period.)
152 Chapter 6 CHAPTERCHAPTER 60
History from Visuals
Interpreting the Map Ask students to locate Rome and other "ODJFOU3PNF cities on the map. 5IF.PCJMF4PDJFUZ Which cities have place names that are familiar or still in use today? (Athens, Damascus, and Alexandria) Ask students to describe the territory called the “Roman World” in terms of the oceans and continents it touches. Then ask students to suggest two or three ways geographical location affected the development of Rome. (The Roman World stretched from the northern shore of Africa through most of Europe and into western Asia. It surrounded the shores of the Mediterranean Sea and the Atlantic Ocean. Rome’s location on the Mediterranean gave it access to many nations and to the oceans for trade). Extension Ask students to note the spread of the Roman Empire along the northern coast of Africa. Then have them turn to the political map of Africa in the textbook atlas. What modern African nations now appear in these lands? (Morocco, Tunisia, Algeria, Libya, Egypt)
153
RECOMMENDED RESOURCES
Books for the Teacher Books for the Student Videos Amker, Charlotte, ed. Rome: Echoes of Imperial Ancient Rome. Ancient Rome. VHS and DVD. Films for the Glory. Alexandria, VA: Time-Life, 1994. Holt McDougal Nextext. Humanities & Sciences, 1996. 800-257-5126. Ferrill, Arthur. The Fall of the Roman Empire. Rome’s major historical Three-dimensional re-creations allow students to London: Thames and Hudson, Ltd, 1986. figures, events, and places see Rome as it was before the empire collapsed. Excellent description of the Roman army. are highlighted in this col- Roman City. VHS. PBS Video, 1994. Kamm, Antony. The Romans. London and New lection of stories, primary 800-344-3337. Life in the frontier territory York: Routledge and Kegan Paul, 1995. Overview sources, and visuals. of Gaul. of the Roman civilization. Adkins, Lesley, and Roy A. The Emperor’s Gift: Rome’s Colosseum. VHS Adkins. Handbook to Life and DVD. Films for the Humanities & Sciences. cptn in Ancient Rome. New York, Oxford UP, 1999. 800-257-5126. The engineering, architecture, and civic function of the Colosseum. Teacher’s Edition 153 CHAPTER s ).4%2!#4 What makes a successful leader? You are a member of the senate in ancient Rome. Soon you must decide whether to support or oppose a powerful leader who wants to become ruler. Many consider him Interact with History a military genius for having gained vast territory and wealth for Rome. Others point out that he disobeyed orders and is both ruthless and devious. You wonder whether Objectives his ambition would lead to greater prosperity and order in the empire or to injustice and unrest. s 3ET THE STAGE FOR STUDYING THE 2OMAN %MPIRE AND ITS LEGACY s #ONNECT THE PEOPLE AND EVENTS OF THE CHAPTER WITH STUDENTS LIVES
%8!-).).' the )335%3
Possible Answers s 2ESULTS%SSENTIAL TO KEEPING THE STATE STRONG )NTEGRITY,EADS TO TRUST AND RESPECT s 9ES,EADERS CAN USUALLY GOVERN MORE EFFECTIVELY IF THEY ARE ADMIRED AND IF PEOPLE LIKE AND TRUST THEM .O0OWER IS WHATS IMPORTANT
Discussion $ISCUSS THE LEADERSHIP QUALITIES AND EXPERIENCES OF !LEXANDER AND $ARIUS (Both were brilliant military leaders. Darius also excelled at administration. Both were interested in and accepting of the customs of other cultures, which made them popular in some of the lands they conquered.) S This 19th-century painting by Italian artist Cesare Maccari shows Cicero, one of ancient Rome’s greatest public speakers, addressing fellow members of the Roman Senate.
EXAMINING the ISSUES
s Which is more important in measuring leadership—results or integrity? s Does a leader have to be likable in order to succeed? As a class, discuss these questions. Based on your discussion, think about what you have learned about other leaders in history, such as Alexander the Great and Darius of Persia. What qualities helped them to be successful or caused them to fail? As you read about Rome, see how the qualities of its leaders helped or hindered its development. 154 Chapter 6
WHY STUDY ANCIENT ROME AND EARLY CHRISTIANITY?
s -ODERN 2OMANCE LANGUAGES TRACE THEIR ORIGINS TO s 4ENSIONS BETWEEN RICH AND POOR CONTINUE TO THE LANGUAGE OF THE 2OMANS )TALIAN 3PANISH AFFECT SOCIETY AS THEY DID IN THE DAYS OF &RENCH 0ORTUGUESE AND 2OMANIAN HAVE THEIR PATRICIANS AND PLEBEIANS BASIS IN ,ATIN s #LASSICAL SCULPTURE AND ARCHITECTURE ARE ADMIRED s 4HE 5NITED 3TATES IS A REPUBLIC AS ARE MANY AND COPIED TODAY OTHER GOVERNMENTS WORLDWIDE 2OME SET THE s 'REEK AND 2OMAN MYTHOLOGY IS STILL WIDELY READ STAGE FOR THESE REPUBLICS s #IVIL SERVICESYSTEMS OF PAID WORKERS WHO s #HRISTIANITY WHICH AROSE DURING THE 2OMAN MANAGE GOVERNMENTSSTILL EXISTS %MPIRE REMAINS ONE OF THE WORLDS s 3PORTING EVENTS THOUGH NOT AS VIOLENT AS MAIN RELIGIONS GLADIATOR GAMES REMAIN POPULAR
154 Chapter 6 LESSON PLAN 1 OBJECTIVES s $ESCRIBE HOW GEOGRAPHY INFLUENCED 2OMES DEVELOPMENT The Roman Republic s %XPLAIN THE MAIN INSTITUTIONS OF THE 2OMAN 2EPUBLIC MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES s $ESCRIBE HOW THE 0UNIC 7ARS HELPED POWER AND AUTHORITY 4HE 3OME OF THE MOST FUNDAMENTAL s REPUBLIC s SENATE INCREASE 2OMAN POWER EARLY 2OMANS ESTABLISHED A VALUES AND INSTITUTIONS OF s PATRICIAN s DICTATOR REPUBLIC WHICH GREW POWERFUL 7ESTERN CIVILIZATION BEGAN IN THE s PLEBEIAN s LEGION AND SPREAD ITS INFLUENCE 2OMAN 2EPUBLIC s TRIBUNE s 0UNIC 7ARS FOCUS & MOTIVATE s CONSUL s (ANNIBAL %XPLAIN THAT THE 2OMAN %MPIRE SPREAD Pictured Above: SETTING THE STAGE While the great civilization of Greece was in decline, a ITS CULTURE TO MANY LANDS !SK STUDENTS TO (L) Roman new city to the west was developing and increasing its power. Rome grew from SUGGEST WAYS THAT !MERICAN CULTURE HAS Amphitheater a small settlement to a mighty civilization that eventually conquered the SPREAD TO MANY LANDS IN TODAYS WORLD of Pula: Mediterranean world. In time, the Romans would build one of the most famous (Possible Answers: fast food, movies, Arcades; and influential empires in history. (R) The Court clothing styles, music) of Theodora, 6th century The Origins of Rome According to legend, the city of Rome was founded in 753 B.C. by Romulus and INSTRUCT Remus, twin sons of the god Mars and a Latin princess. The twins were aban- TAKING NOTES doned on the Tiber River as infants and raised by a she-wolf. The twins decided Use the graphic organizer The Origins of Rome to build a city near the spot. In reality, it was men not immortals who built the online to take notes on the section’s main ideas Critical Thinking city, and they chose the spot largely for its strategic location and fertile soil. and details. Rome’s Geography Rome was built on seven rolling hills at a curve on the s 7HY DO YOU THINK THE MYTH OF THE TWINS Tiber River, near the center of the Italian peninsula. It was midway between the HAS ENDURED FOR SO LONG (Possible Alps and Italy’s southern tip. Rome also was near the midpoint of the Answer: It implies Rome was estab- Mediterranean Sea. The historian Livy wrote about the city’s site: lished by the gods and would survive against all odds. ) PRIMARY SOURCE s (OW WAS EARLY 2OME A MULTICULTURAL .OT WITHOUT REASON DID GODS AND MEN CHOOSE THIS SPOT FOR THE SITE OF OUR CITYTHE ;SALUBRIOUS= HILLS THE RIVER TO BRING US PRODUCE FROM THE INLAND REGIONS AND SEA BORNE SOCIETY (three cultures from the outset: COMMERCE FROM ABROAD THE SEA ITSELF NEAR ENOUGH FOR CONVENIENCE YET NOT SO NEAR AS Latins, Greeks, and Etruscans) TO BRING DANGER FROM FOREIGN FLEETS OUR SITUATION IN THE VERY HEART OF )TALYALL THESE ADVANTAGES MAKE IT OF ALL PLACES IN THE WORLD THE BEST FOR A CITY DESTINED TO GROW GREAT In-Depth Resources: Unit 2 LIVY, The Early History of Rome s 'UIDED 2EADING P ALSO IN 3PANISH
The First Romans The earliest settlers on the Italian peninsula arrived in prehistoric times. From about 1000 to 500 B.C., three groups inhabited the region and eventually battled for control. They were the Latins, the Greeks, and the Etruscans. The Latins built the original settlement at Rome, a cluster of wooden huts atop one of its seven hills, Palatine Hill. These settlers were considered to be the first Romans. Between 750 and 600 B.C., the Greeks established colonies along southern Italy and Sicily. The cities became prosperous and commercially active. They brought all of Italy, including Rome, into closer contact with Greek civilization. Ancient Rome and Early Christianity 155
SECTION 1 PROGRAM RESOURCES
ALL STUDENTS STRUGGLING READERS INTEGRATED TECHNOLOGY In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 Student One Stop s 'UIDED 2EADING P s 'UIDED 2EADING P Voices from the Past Audio Formal Assessment s "UILDING 6OCABULARY P Teacher One Stop s 3ECTION 1UIZ P s 2ETEACHING !CTIVITY P s 0OWER 0RESENTATIONS Guided Reading Workbook World Art and Cultures Transparencies ENGLISH LEARNERS s 3ECTION s !4 4HE &ORUM In-Depth Resources in Spanish Electronic Library of Primary Sources s 'UIDED 2EADING P GIFTED AND TALENTED STUDENTS s h(ANNIBAL #ROSSES THE !LPSv Spanish/English Guided Reading Workbook Electronic Library of Primary Sources s 3ECTION s h(ANNIBAL #ROSSES THE !LPSv
Teacher’s Edition 155 CHAPTER s 3ection 1 The Etruscans were native to northern Italy. They were skilled metalworkers and */5&3"$5*7& engineers. The Etruscans strongly influenced the development of Roman civiliza- ."1 tion. They boasted a system of writing, for example, and the Romans adopted their Explore the alphabet. They also influenced Rome’s architecture, especially the use of the arch. geography and learn about the The Early Republic early settlers of The Early Republic ancient Rome. Around 600 B.C., an Etruscan became king of Rome. In the decades that followed, Critical Thinking Rome grew from a collection of hilltop villages to a city that covered nearly 500 s 7HAT WERE THE DIFFERENCES AND square miles. Various kings ordered the construction of Rome’s first temples and similarities between Rome’s patricians public centers—the most famous of which was the Forum, the heart of Roman and plebeians? (Both could vote, but political life. plebeians could not hold important The last king of Rome was Tarquin the Proud. A harsh tyrant, he was driven B.C. government positions.) from power in 509 The Romans declared they would never again be ruled by a king. Instead, they established a republic, from the Latin phrase res publica, s 7HAT WAS THE ADVANTAGE TO WRITING which means “public affairs.” A republic is a form of government in which power down the laws? (Everyone who was rests with citizens who have the right to vote for their leaders. In Rome, citizenship able to read could know what the with voting rights was granted only to free-born male citizens. law said.) Patricians and Plebeians In the early republic, different groups of Romans s 7HAT WERE SOME ADVANTAGES AND struggled for power. One group was the patricians, the wealthy landowners who disadvantages of the time limits on held most of the power. The other important group was the plebeians, the com- Roman government service? (No one mon farmers, artisans, and merchants who made up the majority of the population. could seize power for long; government The patricians inherited their power and social status. They claimed that their A. Answer Patri- ancestry gave them the authority to make laws for Rome. The plebeians were cians feared losing perhaps lacked continuity.) their status and citizens of Rome with the right to vote. However, they were barred by law from power. holding most important government positions. In time, Rome’s leaders allowed the plebeians to form their own assembly and elect representatives called Making tribunes. Tribunes protected the rights of the plebeians from unfair acts of Inferences More About . . . patrician officials. Why did patricians want Twelve Tables An important victory for the plebeians was to force the creation of to prevent The Forum a written law code. With laws unwritten, patrician officials often interpreted the plebeians from .C. Use the art transparency to show the law to suit themselves. In 451 B , a group of ten officials began writing down holding important Rome’s laws. The laws were carved on twelve tablets, or tables, and hung in the positions? Roman Forum now. As a bustling center Forum. They became the basis for later Roman law. The Twelve Tables established of political and market life, it was an ideal the idea that all free citizens had a right to the protection of the law. place for dramatic public speeches. It S was the town square, mall, and govern- Ruins of the Forum, the political ment center all in one. Have interested center of the students research the Forum and describe Roman Empire, still to the class its dimensions, buildings and stand in present- day Rome. artwork, and uses. World Art and Cultures Transparencies s !4 4HE &ORUM
156 Chapter 6
Name Date
CHAPTER 6 GUIDED READING The Roman Republic DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 1
A. Following Chronological Order As you read about the growth of Rome into a powerful republic, answer the questions about events in the time line. (Some dates in the time line are approximate.)
753 B.C. Rome is founded, according to 1. How did geography affect the development of Finding Key Ideas legend. Rome? I. The Early Republic 2. How did the Etruscans influence the development of Rome?
600 B.C. Etruscan becomes king of Class Time 30 minutes Rome. 3. Which were the main groups that competed for A. Patricians and Plebeians power in the early Roman republic?
509 B.C. Roman aristocrats overthrow monarchy and establish a republic. 4. What is the significance of the Twelve Tables in Roman law? Task Taking notes to record key ideas B C 451 . . Officials begin writing the 1. different groups struggled for power Twelve Tables. 5. What were the causes of the first Punic War? Purpose To understand the early development of 264 B.C. 2. patricians struggled to keep power from Rome and Carthage go to 6. What tactic did Scipio use to defeat Hannibal? war, and Punic Wars begin. the republic 218 B.C. Second Punic War begins. plebeians 202 B.C. 7. What was the significance of the Punic Wars for Romans defeat Hannibal’s army. Rome?
149 B.C. Third Punic War begins when Instructions Have pairs of students read the information Rome lays siege to Carthage. 146 B.C. B. Twelve Tables Rome destroys Carthage.
in the section “The Early Republic.” Pair a more proficient © McDougal Littell Inc. All rights reserved. B. Recognizing Main Ideas On the back of this paper, describe the form of gov- 1. creation of written laws gave plebeians ernment the Romans established under the republic. Use the following terms. reader with a struggling reader and have them figure out greater protection Senate tribunes consuls dictator a system of taking notes to remember the key ideas and 26 Unit 2, Chapter 6 facts of the section. For example, students might create a In-Depth Resources: Unit 2 web, make an outline, or use a bulleted chart. Here is an For students who may need additional help, use the example of an outline. Guided Reading worksheet for Section 1. 156 Chapter 6 Comparing Republican Governments CHAPTER s 3ection 1 Rome United States of America
Executive s 4WO CONSULS ELECTED BY THE ASSEMBLY FOR ONE YEAR s ! PRESIDENT ELECTED BY THE PEOPLE FOR FOUR YEARS CHIEF EXECUTIVES OF THE GOVERNMENT AND COMMANDERS CHIEF EXECUTIVE OF THE GOVERNMENT AND COMMANDER IN CHIEF OF THE ARMY IN CHIEF OF THE ARMY History from Visuals Legislative s 3ENATE OF MEMBERS CHOSEN FROM ARISTOCRACY FOR s 3ENATE OF MEMBERS ELECTED BY THE PEOPLE LIFECONTROLS FOREIGN AND FINANCIAL POLICIES ADVISES FOR SIX YEAR TERMSMAKES LAWS ADVISES PRESIDENT ON CONSULS FOREIGN POLICY Interpreting Charts s #ENTURIATE !SSEMBLY ALL CITIZEN SOLDIERS ARE MEMBERS s (OUSE OF 2EPRESENTATIVES OF MEMBERS ELECTED Ask students to pick one or two FOR LIFESELECTS CONSULS MAKES LAWS BY THE PEOPLE FOR TWO YEARSMAKES LAWS ORIGINATES significant differences between the s 4RIBAL !SSEMBLY CITIZENS GROUPED ACCORDING TO WHERE REVENUE BILLS THEY LIVE ARE MEMBERS FOR LIFEELECTS TRIBUNES AND governments of Rome and the United MAKES LAWS States. (Possible Answer: In Rome the Judicial s 0RAETORS EIGHT JUDGES CHOSEN FOR ONE YEAR BY s 3UPREME #OURT NINE JUSTICES APPOINTED FOR LIFE BY senators and other legislators served #EN TURIATE !SSEMBLYTWO OVERSEE CIVIL AND CRIMINAL PRESIDENTHIGHEST COURT HEARS CIVIL AND CRIMINAL COURTS THE OTHERS GOVERN PROVINCES APPEALS CASES for life. In the United States they have two- or six-year terms.) Legal code s 4WELVE 4ABLESA LIST OF RULES THAT WAS THE BASIS OF s 53 #ONSTITUTIONBASIC LAW OF THE 5NITED 3TATES 2OMAN LEGAL SYSTEM Extension Discuss how having legisla- Citizenship s !LL ADULT MALE LANDOWNERS s !LL NATIVE BORN OR NATURALIZED ADULTS tors in office for life would change the U.S. government. Ask how such a change SKILLBUILDER: Interpreting Charts would affect officials’ willingness to 1. Comparing What similarities do you see in the governments of the Roman Republic and the United States? listen to the wishes and needs of people. 2. Drawing Conclusions Which government seems more democratic? Why? (Better—Continuity and wisdom in gov- ernment. Worse—Lack of accountability.) Government Under the Republic In the first century B.C., Roman writers boasted that Rome had achieved a balanced government. What they meant was that their government had taken the best features of a monarchy (government by a SKILLBUILDER Answers king), an aristocracy (government by nobles), and a democracy (government by the 1. Comparing Both have executive, people—see the comparison above of Rome to the United States). Rome had two legislative, and judicial branches and officials called consuls. Like kings, they commanded the army and directed the a basic legal code. government. However, their power was limited. A consul’s term was only one year 2. Drawing Conclusions Possible long. The same person could not be elected consul again for ten years. Also, one Vocabulary Answer: The United States seems more The word veto consul could always overrule, or veto, the other’s decisions. comes from the The senate was the aristocratic branch of Rome’s government. It had both democratic, because the people elect Latin for “I forbid.” legislative and administrative functions in the republic. Its 300 members were cho- the president and members of the sen from the upper class of Roman society. Later, plebeians were allowed in the Senate and House, and all adults can senate. The senate exercised great influence over both foreign and domestic policy. be full citizens. The assemblies represented the more democratic side of the government. For example, an assembly organized by the plebeians, the Tribal Assembly, elected the tribunes and made laws for the common people—and later for the republic itself. In times of crisis, the republic could appoint a dictator—a leader who had abso- lute power to make laws and command the army. A dictator’s power lasted for only More About . . . six months. Dictators were chosen by the consuls and then elected by the senate. The Roman Army In addition to their government, the Romans placed great The Roman Senate value on their military. All citizens who owned land were required to serve in the Originally, the Roman Senate began as army. Seekers of certain public offices had to perform ten years of military serv- a group of Etruscan nobles who advised Vocabulary ice. Roman soldiers were organized into large military units called legions. The the king. Under the republic, the senate The term legion Roman legion was made up of some 5,000 heavily armed foot soldiers (infantry). advised the consuls and other public also means a A group of soldiers on horseback (cavalry) supported each legion. Legions were officers. It also provided continuity as multitude. divided into smaller groups of 80 men, each of which was called a century. The military organization and fighting skill of the Roman army were key factors in officials were voted in and out of office. Rome’s rise to greatness. In time its decisions were viewed as law. Ancient Rome and Early Christianity 157
DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS
Diagramming the Roman Republic Class Time 30 minutes Consuls Task Drawing a diagram showing the organization of the s two rulers Roman government s serve for one year Purpose To understand this system of government Instructions Have students create a chart to help them remember how the Roman Republic was organized. Have students use the comparison Senate Centuriate Assembly Tribal Assembly chart in the textbook for the information they will need to create an s aristocrats s soldiers only s ordinary citizens organization chart for the Roman Republic. Have them insert key s serve for life information into the boxes on the chart. Here is an example. s chose consuls s serve for life s advises consuls After students complete their charts, have them make a similar chart s serve for life s makes laws for the U.S. government. Then lead a discussion of the similarities and differences. Teacher’s Edition 157 CHAPTER s 3ection 1 Rome Spreads Its Power For hundreds of years after the founding of the republic, Rome sought to expand its territories through trade and conquest. Rome Conquers Italy Roman power grew slowly but steadily as the legions battled Rome Spreads Its Power for control of the Italian peninsula. By the fourth century B.C., the Romans dominated central Italy. Eventually, they defeated the Etruscans to the north and the Greek city- states to the south. By 265 B.C., the Romans were masters of nearly all Italy. Critical Thinking Rome had different laws and treatment for different parts of its conquered s 7HY DO YOU THINK THE 2OMANS GAVE FULL territory. The neighboring Latins on the Tiber became full citizens of Rome. In citizenship to conquered people liv- territories farther from Rome, conquered peoples enjoyed all the rights of Roman ing close to Rome? (perhaps to ensure citizenship except the vote. All other conquered groups fell into a third category, 7*%&0 their loyalty to Rome) $BSUIBHF allies of Rome. Rome did not interfere with its allies, as long as they supplied s (OW DID 3CIPIO USE (ANNIBALS LOVE )BOOJCBM troops for the Roman army and did not make treaties of friendship with any for Carthage as a weapon? (He forced other state. The new citizens and allies became partners Hannibal to choose between defending in Rome’s growth. This lenient policy toward defeated enemies helped Rome to succeed in building a long-lasting his home and conquering Rome.) empire. For more than two centuries after 265 B.C., Roman Analyzing Issues power spread far beyond Italy. How did its treatment of Rome’s Commercial Network Rome’s location gave it History conquered people Makers easy access to the riches of the lands ringing the affect Rome’s Mediterranean Sea. Roman merchants moved by land and expansion? Hannibal sea. They traded Roman wine and olive oil for a variety of B. Answer Since foods, raw materials, and manufactured goods from other most conquered !SK STUDENTS WHAT GOAL (ANNIBALS FATHER peoples were gave him. (to hate Rome and always lands. However, other large and powerful cities interfered content with their seek to destroy it) (ISTORIANS RECORD THAT with Roman access to the Mediterranean. One such city was treatment by Rome, Carthage. Once a colony of Phoenicia, Carthage was the empire could 3CIPIO ASKED (ANNIBAL AFTER DEFEATING concentrate on located on a peninsula on the North African coast. Its rise to expansion. him in 193 b.c., to rank the greatest gen- power soon put it in direct opposition with Rome. ERALS (ANNIBAL RANKED HIMSELF THIRD BUT War with Carthage In 264 B.C., Rome and Carthage went to had he beaten Scipio, would rank himself war. This was the beginning of the long struggle known as the FIRST !SK STUDENTS IF THEY THINK (ANNIBAL Punic Wars. Between 264 and 146 B.C., Rome and Carthage Hannibal 247–183 B.C. WAS A GREAT LEADER 7HY OR WHY NOT fought three wars. The first, for control of Sicily and the west- When Hannibal was only a boy of ern Mediterranean, lasted 23 years (264–241 B.C.). It ended nine, his father, Hamilcar Barca, a Vocabulary general in Carthage’s army, made in the defeat of Carthage. The Second Punic War began in The term Punic Rubric Maps should him swear that he would always hate 218 B.C. The mastermind behind the war was a 29-year-old comes from the Latin word for Rome and seek to destroy it. Cartha ginian general named Hannibal. Hannibal was a bril- s SHOW (ANNIBALS ROUTE CORRECTLY Phoenician. After his defeat at the battle of s DESCRIBE OUTCOME OF MAJOR BATTLES liant military strategist who wanted to avenge Carthage’s Zama and Carthage’s loss in the earlier defeat. Second Punic War, Hannibal took Electronic Library of Primary Sources Hannibal assembled an army of 50,000 infantry, 9,000 refuge among Rome’s enemies. He s h(ANNIBAL #ROSSES THE !LPSv fought against Roman forces as an cavalry, and 60 elephants with the intent of capturing Rome. ally of the kings of Syria and Bithynia. Instead of a head-on attack, however, Hannibal sought to When Roman agents came for him in surprise the Romans with a most daring and risky move. He Bithynia on the Black Sea in Anatolia led his army on a long trek from Spain across France and in 183 b.c., he committed suicide through the Alps. Despite losing more than half his men and rather than submit to Rome. most of his elephants, the general’s move initially worked. For more than a decade, he marched his forces up and down the Italian peninsula at will. Hannibal won his greatest vic- INTERNET ACTIVITY Go online to create an annotated map of tory at Cannae, in 216 B.C. There his army inflicted enor- Hannibal’s journey through the Alps. mous losses on the Romans. However, the Romans regrouped and with the aid of many allies stood firm. They prevented Hannibal from capturing Rome. 158 Chapter 6
DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS
Reporting on the Punic Wars Class Time 30 minutes s EDITORIALS FOR OR AGAINST 2OMAN DESTRUCTION OF #ARTHAGE Task 2ESEARCHING THE 0UNIC 7ARS s NEWS STORIES ABOUT ONE OR MORE IMPORTANT BATTLES Purpose To explore and respond to events and personalities s FEATURE ARTICLES ABOUT THE PERSONALITIES INVOLVED IN THE STRUGGLE Instructions 4HE 0UNIC 7ARS STRETCHED OVER A LONG PERIOD OF TIME INVOLV Urge students to use visual aids in their reports, such as the map on ING MANY STRONG PERSONALITIES AND PIVOTAL EVENTS (AVE STUDENTS RESEARCH page 159. Students might also find or create new visuals, such as images THE 0UNIC 7ARS IN GREATER DETAIL %NCOURAGE STUDENTS TO RESEARCH IN BOOKS OF (ANNIBAL TO ACCOMPANY A FEATURE ON HIS PERSONALITY OR BATTLE MAPS TO encyclopedias, and on the Internet, and to incorporate their findings in support news stories about an important battle. Invite students listening to brief written reports. Students may present their final reports in any of the the reports to pose questions derived from their reading of the section. following formats:
158 Chapter 6 Punic Wars, 264–146 B.C. CHAPTER s 3ection 1 S L P GAUL A 0 400 Miles
A 0 800 Kilometers ITALY d DALMATIA r Da e R. PYRENEES ia nub t c k S e a ic B l a Corsica S ATLANTIC e Rome a History from Visuals OCEAN MACEDONIA Cannae Sardinia 40°N SPAIN (216 B.C.) Pergamum Interpreting the Map R. GREECE agus Balearic ANATOLIA T Islands Have students locate Rome and Carthage
Sicily Corinth Athens Carthage on the map. Ask how the geographic NUMIDIA position of these cities helps to explain Extent of Carthage’s rule, 264 B.C. M Extent of Roman rule, 264 B.C. Zama (202 B.C.) e d i t their desire to destroy each other. (Both Additional Roman territory, 146 B.C. e r r 0 a n n e a n cities command strategic sections of Hannibal’s invasion route S e a Scipio’s invasion route AFRICA the Mediterranean and can attack each Major battle GEOGRAPHY SKILLBUILDER: Interpreting Maps Alexandria 40°E other’s trade fleets. To expand, they must 1. Movement How many miles did Hannibal’s forces march to reach Cannae? EGYPT overcome rivals.) 2. Region What territory did Rome add between 264 b.c. and 146 b.c.? Extension Have students use an atlas to identify the present-day name for Rome Triumphs Finally, the Romans found a daring military leader to match (ANNIBALS BOLDNESS ! GENERAL NAMED 3CIPIO 3)(0sEEsOH DEVISED A PLAN TO Carthage. (Tunis) C. Answer They eliminated major ATTACK #ARTHAGE 4HIS STRATEGY FORCED (ANNIBAL TO RETURN TO DEFEND HIS NATIVE CITY rivals in area and In 202 B.C., at Zama near Carthage, the Romans finally defeated Hannibal. SKILLBUILDER Answers gave Rome control During the Third Punic War (149–146 B.C. 2OME LAID SIEGE TO #ARTHAGE )N 1. Movement about 1,400 miles of western half of B.C. THE CITY WAS SET AFIRE AND ITS INHABITANTS SOLD INTO SLAVERY )TS TERRITORY 7*%&0 the Mediterranean. $BSUIBHF 2. Region parts of Spain, Italy, and WAS MADE A 2OMAN PROVINCE 7JDUPSZBU Numidia; Macedonia, Greece, Dalmatia, 2OMES VICTORIES IN THE 0UNIC 7ARS GAVE IT DOMINANCE OVER THE WESTERN $BOOBF Drawing Mediterranean. The Romans then went on to conquer the eastern half. By about 70 Sicily; Sardinia, Corsica Conclusions B.C. Why were , Rome’s Mediterranean empire stretched from Anatolia in the east to Spain in the Punic Wars THE WEST !S YOU WILL READ IN 3ECTION HOWEVER SUCH GROWTH AND POWER BROUGHT important? with it a new set of difficulties. !33%33 SECTION 1 ASSESSMENT SECTION 1 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. s republic s patrician s plebeian s tribune s consul s senate s dictator s legion s Punic Wars s Hannibal Have students work with a partner to find answers to the questions within the USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING section text. 2. What do you consider to be 3. What limits were there on the 6. FORMING OPINIONS Do you think the Roman Republic the key characteristic of the power of the Roman consuls? owed its success more to its form of government or its Formal Assessment early Roman Republic? Why? army? Why? 4. What was the significance of s 3ECTION 1UIZ P I. The Origins of Rome the Twelve Tables? 7. ANALYZING ISSUES Do you agree with claims that early A. Rome had achieved a “balanced” government? Explain. B. 5. How was Hannibal’s attack on II. The Early Republic Rome daring and different? 8. CLARIFYING How did Rome expand its territory and RETEACH A. maintain control over it? B. III. Rome Spreads 9. WRITING ACTIVITY POWER AND AUTHORITY Write a brief Use the Guided Reading activity for Its Power essay explaining what problems might arise from Section 1 to review the development of A. appointing a dictator during times of crisis. B. Rome into a great republic. In-Depth Resources, Unit 2 CONNECT TO TODAY PREPARING AN ORAL REPORT s 'UIDED 2EADING P Use the library and other resources to locate any monuments built to either Hannibal or the s 2ETEACHING !CTIVITY P Punic Wars. Then present what you found and the circumstances surrounding the monument’s creation in an oral report. Ancient Rome and Early Christianity 159
ANSWERS
1. REPUBLIC P s PATRICIAN P s PLEBEIAN P s TRIBUNE P s CONSUL P s SENATE P s DICTATOR P s LEGION P s 0UNIC 7ARS P s (ANNIBAL P 2. Sample Answer: I. A. on river, B. Latins, 6. Possible Answer: The army expanded the 8. Possible Answer: It expanded through Greeks, Etruscans. II. A. patricians and empire’s territory and power, but the repub- conquest, maintained control by just plebeians, B. written laws. III. A. thriving trade, lican government led to the stability to grow treatment of the conquered. B. Rome destroys Carthage Key—Rule of law. and prosper. 9. Rubric Essays should mention a dictator 3. One-year term; ten-year hiatus between 7. Possible Answer: Yes, the republic combined could seize new powers. terms; consuls could veto each other. the best features of a monarchy (consuls CONNECT TO TODAY 4. They were a written code that assured equal or kings with limited power), aristocracy Rubric Oral reports should protection under the law. (senate), and democracy (the assemblies). s IDENTIFY THE MONUMENTS PLACE AND DATE 5. Instead of attacking head-on, he led his This created a stable government. of origin. army from Spain and through the Alps for a s TELL WHO BUILT THE MONUMENT AND WHY surprise attack. Teacher’s Edition 159 LESSON PLAN 2 OBJECTIVES s !NALYZE PROBLEMS FACING THE 2EPUBLIC s 3UMMARIZE EVENTS LEADING TO CREATION OF THE 2OMAN %MPIRE The Roman Empire s $ESCRIBE THE EMPIRES ECONOMY AND GOVERNMENT MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES EMPIRE BUILDING The The Roman Empire has served s CIVIL WAR s TRIUMVIRATE creation of the Roman Empire throughout history as a model s *ULIUS s !UGUSTUS FOCUS & MOTIVATE transformed Roman govern- of political organization and Caesar s Pax Romana 4ELL STUDENTS THAT THE 2OMANS FOUND IT ment, society, economy, and control. culture. DIFFICULT TO SHARE POWER AND RUN SUCH A LARGE EMPIRE AT THE SAME TIME !SK SETTING THE STAGE As Rome enlarged its territory, its republican form of Pictured Above: STUDENTS TO SHARE DIFFICULTIES THEYVE government grew increasingly unstable. Eventually, the Roman Republic gave way (L) Roman OBSERVED WITH GROUP DECISION MAKING to the formation of a mighty dictator-ruled empire that continued to spread Amphitheater of Pula: (Possible Answers: tension in school Rome’s influence far and wide. Arcades; clubs, family decisions, city government) (R) The Court The Republic Collapses of Theodora, Rome’s increasing wealth and expanding boundaries brought many problems. 6th century INSTRUCT TAKING NOTES The most serious were growing discontent among the lower classes of society The Republic Collapses Use the graphic organizer and a breakdown in military order. These problems led to a shakeup of the online to take notes on republic—and the emergence of a new political system. the ways in which Rome changed as it became an As Rome grew, the gap between rich and poor grew wider. Critical Thinking Economic Turmoil empire. Many of Rome’s rich landowners lived on huge estates. Thousands of enslaved s (OW WOULD LIMITING THE SIZE OF persons—many of whom had been captured peoples in various wars—were 2OMAN ESTATES HELP THE POOR forced to work on these estates. By 100 B.C., enslaved persons formed perhaps (Possible Answer: It would enable one-third of Rome’s population. small landowners to succeed.) Small farmers found it difficult to compete with the large estates run by the s 7HICH DO YOU THINK THREATENED #AESARS labor of enslaved people. Many of these farmers were former soldiers. A large RIVALS MORE HIS POWER OR HIS POPULARITY number of them sold their lands to wealthy landowners and became homeless and jobless. Most stayed in the countryside and worked as seasonal migrant laborers. %XPLAIN (His popularity, as it was the Some headed to Rome and other cities looking for work. They joined the ranks of true source of power.) the urban poor, a group that totaled about one-fourth of Roman society. In-Depth Resources: Unit 2 4WO BROTHERS 4IBERIUS AND 'AIUS '59sUS 'RACCHUS '2!+sUS ATTEMPTED s 'UIDED 2EADING P ALSO IN 3PANISH to help Rome’s poor. As tribunes, they proposed such reforms as limiting the size of estates and giving land to the poor. Tiberius spoke eloquently about the plight of the landless former soldiers:
PRIMARY SOURCE The savage beasts have their . . . dens, . . . but the men who bear arms and expose their lives for the safety of their country, enjoy . . . nothing more in it but the air and light . . . and wander from place to place with their wives and children. TIBERIUS GRACCHUS quoted in Plutarch, The Lives of Noble Greeks and Romans
The brothers made enemies of numerous senators, who felt threatened by their ideas. Both met violent deaths—Tiberius in 133 B.C. and Gaius in 121 B.C. 160 Chapter 6
SECTION 2 PROGRAM RESOURCES
ALL STUDENTS Spanish/English Guided Reading Workbook s 0RIMARY 3OURCE FROM The Gallic War, P In-Depth Resources: Unit 2 s 3ECTION s ,ITERATURE FROM Julius Caesar, P s 'UIDED 2EADING P Electronic Library of Primary Sources STRUGGLING READERS s 'EOGRAPHY !PPLICATION P s h(OW #LEOPATRA #HARMED !NTONYv s (ISTORY -AKERS #LEOPATRA P *ULIUS #AESAR P In-Depth Resources: Unit 2 s h7ALL )NSCRIPTIONS FROM 0OMPEIIv Formal Assessment s 'UIDED 2EADING P s "UILDING 6OCABULARY P INTEGRATED TECHNOLOGY s 3ECTION 1UIZ P s 2ETEACHING !CTIVITY P Student One Stop ENGLISH LEARNERS Guided Reading Workbook Teacher One Stop In-Depth Resources in Spanish s 3ECTION s 0OWER 0RESENTATIONS s 'UIDED 2EADING P Geography Transparencies GIFTED AND TALENTED STUDENTS s 'EOGRAPHY !PPLICATION P s '4 %XPANSION OF THE 2OMAN %MPIRE b.c.–a.d. In-Depth Resources: Unit 2 160 Chapter 6 A period of civil war, or conflict between groups within the same country, CHAPTER s 3ection 2 followed their deaths. Military Upheaval Adding to the growing turmoil within the republic was a breakdown of the once-loyal military. As the republic grew more unstable, gener- als began seizing greater power for themselves. They recruited soldiers from the History landless poor by promising them land. These soldiers fought for pay and owed alle- Makers giance only to their commander. They replaced the citizen-soldiers whose loyalty had been to the republic. It now was possible for a military leader supported by his Julius Caesar own troops to take over by force. Eventually, one would do just that. Ask students what Caesar meant by his Julius Caesar Takes Control In 60 B.C., a military leader named Julius Caesar final words to Brutus. (He was surprised joined forces with Crassus, a wealthy Roman, and Pompey, a popular general. With that even his close friend would their help, Caesar was elected consul in 59 B.C. For the next ten years, these men betray him.) dominated Rome as a triumvirate, a group of three rulers. Caesar’s most lasting reform was to Caesar was a strong leader and a genius at military strategy. Following tradition, he served only one year as consul. He then appointed himself governor of Gaul set up a new calendar, called the Julian (now France). During 58–50 B.C., Caesar led his legions in calendar. Based on a solar year instead a grueling but successful campaign to conquer all of Gaul. of moon cycles, it had 365 days and Because he shared fully in the hardships of war, he won his added one extra day every fourth year. men’s loyalty and devotion. Ask students to find out why the seventh The reports of Caesar’s successes in Gaul made him very Julius Caesar 100–44 B.C. month, July, was named for Julius Caesar. popular with the people of Rome. Pompey, who had become In 44 b.c., on March 15, Caesar (His birthday was in that month.) B.C. his political rival, feared Caesar’s ambitions. In 50 , the prepared to go to speak to the senate, at Pompey’s urgings, ordered Caesar to disband his Senate, unaware that important In-Depth Resources: Unit 2 legions and return home. senators plotted his death. According s (ISTORY -AKERS #LEOPATRA P *ULIUS Caesar defied the senate’s order. On the night of January to legend, his wife, Calpurnia, begged #AESAR P 10, 49 B.C., he took his army across the Rubicon River in him not to go. She said she had seen Italy, the southern limit of the area he commanded. He him in a dream dying in her arms of stab wounds. marched his army swiftly toward Rome, and Pompey fled. When Caesar arrived at the Senate Caesar’s troops defeated Pompey’s armies in Greece, Asia, chamber, he sat in his chair. Soon the Tip for Gifted and Talented Spain, and Egypt. In 46 B.C., Caesar returned to Rome, plotters encircled him, took knives Students where he had the support of the army and the masses. That hidden in their togas, and stabbed him same year, the senate appointed him dictator. In 44 B.C., he 23 times, as depicted in the painting Have students read more about Julius below. They were led by Gaius Cassius was named dictator for life. Caesar, then comment on how he might and Caesar’s friend Marcus Brutus. Caesar’s Reforms Julius Caesar governed Rome as an Caesar’s last words were “Et tu, fare as a leader today. Students might absolute ruler, one who has total power. However, he started Brute?” (“You, too, Brutus?”) consider Caesar’s method of leadership, a number of reforms. He granted Roman citizenship to the risks he took and how he evaluated many people in the provinces. In addition, he expanded the these, and the ways he encouraged senate, adding his friends and supporters from Italy and RESEARCH WEB LINKS Go online for more on Julius Caesar. loyalty among his people and soldiers. In-Depth Resources: Unit 2 s 0RIMARY 3OURCE FROM The Gallic War, P s ,ITERATURE FROM Julius Caesar, P
161
Name Group
PROCESS ASSESSMENT Standards for Evaluating a Cooperative Activity Assigned Role recorder reporter materials manager discussion leader other ______COOPERATIVE LEARNING (circle one)
Group Cooperation Exceptional Acceptable Poor
1. Helps resolve conflicts to maintain agreement
2. Shares responsibility for the activity
Debating Historical Motives 3. Uses group time productively
4. Helps the group stay on task Class Time 35 minutes Students may choose one of two positions: 5. Helps the group complete the activity Individual Performance
6. Communicates ideas and concerns clearly
Task Researching and debating a position about s *ULIUS #AESAR COMMITTED TREASON BY CROSSING 7. Cooperates with other group members Julius Caesar the Rubicon. 8. Fulfills assigned role 9. Contributes ideas and effort to the group
10. Is comfortable working with peers
Purpose To understand that motivations may be complex s !SSASSINS OF *ULIUS #AESAR WERE MOTIVATED BY A DESIRE 11. Demonstrates ability to motivate others for power. Instructions Organize students in four groups, assigning Comments ______
______each group a topic and a position. Each group will write Debating teams should make clear position statements, © McDougal Littell Inc. All rights reserved. ______an opening position statement and at least three argu- present three clear arguments, and use primary and sec- Overall rating ______ments to support their positions. A representative from ondary sources to support their arguments. 6 Chapter 2 Process Assessment each group will debate the opposing side on their topic. Use the Standards for Evaluating a Cooperative Activity Integrated Assessment Book Time each speaker. Have the class choose which side in worksheet once the groups have finished their debates. each debate states and supports its decision best. Teacher’s Edition 161 CHAPTER s 3ection 2 other regions. Caesar also helped the poor by creating jobs, especially through the construction of new public buildings. He started colonies where people without land could own property, and he increased pay for soldiers. Many nobles and senators expressed concern over Caesar’s growing power, suc- cess, and popularity. Some feared losing their influence. Others considered him a History Makers tyrant. A number of important senators, led by Marcus Brutus and Gaius Cassius, Analyzing plotted his assassination. On March 15, 44 B.C., they stabbed him to death in the Motives- Augustus senate chamber. Why did Ask students how Augustus lived as Beginning of the Empire After Caesar’s death, civil war broke out again and Caesar’s rivals feel they had to kill him? an emperor. (He lived a simple and destroyed what was left of the Roman Republic. Three of Caesar’s supporters banded together to crush the assassins. Caesar’s 18-year-old grandnephew and A. Possible Answer frugal life.) Caesar had total ADOPTED SON /CTAVIAN AHKs4!9sVEEsUHN JOINED WITH AN EXPERIENCED GENERAL power, and there In addition to his title of Augustus, named Mark Antony and a powerful politician named Lepidus. In 43 B.C., they took were no governmen- the first emperor of Rome was called tal means to remove control of Rome and ruled for ten years as the Second Triumvirate. him from office. princeps civis, or “first citizen.” Augustus Their alliance, however, ended in jealousy and violence. Octavian forced could easily have made himself dicta- Lepidus to retire. He and Mark Antony then became rivals. While leading troops tor of Rome, but instead he maintained against Rome’s enemies in Anatolia, Mark Antony met Queen Cleopatra of Egypt. some of the institutions of the republic. He fell in love with her and followed her to Egypt. Octavian accused Antony of plotting to rule Rome from Egypt, and another civil war erupted. Octavian Ask students to decide whether Julius defeated the combined forces of Antony and Cleopatra Caesar or his grandnephew Octavian gave at the naval battle of Actium in 31 B.C. Later, Antony and more to Rome. Cleopatra committed suicide. While he restored some aspects of the republic, Octavian became the unchallenged ruler of Rome. Eventually he accepted the title of Augustus AWs'5(3sTUHS OR hEXALTED Tip for Struggling Readers one.” He also kept the title imperator, OR hSUPREME MILITARY Use a flow chart to summarize the commander,” a term from which emperor is derived. Rome steps leading to the role of Augustus as was now an empire ruled by one man. emperor of Rome. (Julius Caesar killed, Octavian allies with Second Triumvirate, A Vast and Powerful Empire Octavian pushes out allies.) Rome was at the peak of its power from the beginning of Augustus’s rule in 27 B.C. to A.D. 180. For 207 years, peace reigned throughout the empire, except for some fighting A Vast and Powerful Empire Augustus with tribes along the borders. This period of peace and pros- Summarizing 63 B.C.–A.D. 14 perity is known as the Pax Romana h2OMAN PEACEv To what does Critical Thinking Augustus was the most powerful During this time, the Roman Empire included more than the term Pax ruler of the mightiest empire of the Romana refer? 3 million square miles. Its population numbered between 60 s (OW DID !UGUSTUSS RULE SET THE STAGE ancient world. Yet, amid the pomp of B. Answer a for the Pax Romana? What does this Rome, he lived a simple and frugal and 80 million people. About 1 million people lived in the period of nearly life. His home was modest by Roman city of Rome itself. two centuries of suggest about the relative importance peace and prosper- standards. His favorite meal consisted A Sound Government The Romans held their vast empire of an individual leader? (Augustus’s of coarse bread, a few sardines, and ity for the Roman together in part through efficient government and able rul- Empire stable government system withstood a piece of cheese—the usual food of a common laborer. ers. Augustus was Rome’s ablest emperor. He stabilized the changes in leadership; the system is Augustus was also a very religious frontier, glorified Rome with splendid public buildings, and more important than the individual.) and family-oriented man. He held to created a system of government that survived for centuries. Vocabulary s 7HAT EFFECT DID THE SYSTEM OF ROADS a strict moral code. He had his only He set up a civil service. That is, he paid workers to man- The term civil child, Julia, exiled from Rome for not age the affairs of government, such as the grain supply, tax service refers to have on the Roman Empire? being faithful in her marriage collection, and the postal system. Although the senate still persons employed (connected the vast empire, enabled in the civil admin- trade and military action) functioned, civil servants drawn from plebeians and even istration of govern- RESEARCH WEB LINKS Go online former slaves actually administered the empire. ment. In-Depth Resources: Unit 2 for more on Augustus. After Augustus died in A.D. 14, the system of govern- s 'EOGRAPHY !PPLICATION 4HE 2OADS OF THE ment that he established maintained the empire’s stability. 2OMAN %MPIRE P 162 Chapter 6
CT MCDOUGAL LITTELL Critical Thinking: 73 World History: Patterns of Interaction Chronological Order DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Event 3 Understanding Julius Caesar Caesar conquers Gaul. Caesar assassinated Class Time 30 minutes Task Making a flow chart Caesar crosses the Civil war Purpose To gain understanding of Caesar’s rise and fall Rubicon and defeats Event 2 Instructions Have students use a flow chart to fill in the Pompey. events of Caesar’s rise to power, his assassination, and Octavian defeats Antony and becomes the civil wars that followed. Lead students through the © McDougal Littell Inc. All rights reserved. Event 1 text when Caesar is introduced through when Octavian Caesar appointed emperor. became emperor, pp. 161–162. Point out that the assas- dictator. sination of Caesar did not save the republic as Brutus and Critical Thinking Transparencies Cassius had hoped. Instead it led to civil war. Caesar starts reforms. Is hugely popular. 162 Chapter 6 Trade in the Roman Empire, A.D. 200 CHAPTER s 3ection 2
Trade Goods
BRITAIN Grain Olive oil Slaves Wine Londinium Metals Textiles Wild animals History from Visuals ATLANTIC GAUL EUROPE Roman Empire, A.D. 200 Loire R. Interpreting the Map OCEAN S L P Aquileia A DACIA Have students note the direction of trade D C A anub AUC Massalia d Salonae e R AS as indicated by the arrows. Why are no ri . US C PYRENEESNarbo at Black Se M ITALY ic a O a UN s Rome S TA p arrows pointing away from Rome? What e I i a NS a Tarraco n does this say about the direction and SPAIN Byzantium S 40°N e a amount of trade at this time? (More GREECE ANATOLIA Ephesus goods were coming into Rome than Corinth Gades Carthage Antioch going out; Rome had the wealth to pay Me dit A I N S err for trade goods, not simply exchange.) U N T an Damascus M O ean Z A S Se A T L a Caesarea G Extension Have students work in pairs A R Jerusalem Ctesiphon O S to list the sources of the following items AFRICA Alexandria M O U N sent to Rome: grain, olive oil, wine, met- EGYPT . T R ARABIA A e I
l N
i S als, wild animals, and enslaved persons. 0 500 Miles N (Grain—Africa, Europe. Olive oil—Europe. 0 1,000 Kilometers Wine—Europe. Metals—Europe, Asia. Wild n GEOGRAPHY0 SKILLBUILDER: Interpreting Maps Tropic of Cancer 1. Movement From what three continents did trade goods come to Rome? animals and enslaved persons—Europe, 2. Location Which goods were supplied by all three areas? Asia, Africa.)
This was due mainly to the effectiveness of the civil service in carrying out day- SKILLBUILDER Answers to-day operations. The Romans managed to control an empire that by the second 1. Movement Europe, Asia, Africa century A.D. reached from Spain to Mesopotamia, from North Africa to Britain. 2. Location wild animals and Included in its provinces were people of many languages, cultures, and customs. enslaved persons Agriculture and Trade Agriculture was the most important industry in the empire. All else depended on it. About 90 percent of the people were engaged in farming. Most Romans survived on the produce from their local area. Additional food (when needed) and luxury items for the rich were obtained through trade. In Augustus’s time, a silver coin called a denarius was in use throughout the empire. Having common coinage made trade between different parts of the empire much easier. The Roman World Rome had a vast trading network. Ships from the east traveled the Mediterranean protected by the Roman navy. Cities such as Corinth in Greece, Critical Thinking Ephesus in Anatolia, and Antioch on the eastern coast of the Mediterranean grew s %XAMINE THE QUALITIES OF gravitas. wealthy. Rome also traded with China and India. Why were they so valued in the A complex network of roads linked the empire to such far-flung places as Persia and southern Russia. These roads were originally built by the Roman army for Roman world? (Strength, power, and military purposes. Trade also brought Roman ways to the provinces and beyond. usefulness helped the empire’s trade and military goals more than beauty, The Roman World grace, or elegance.) Throughout its history, Rome emphasized the values of discipline, strength, and s 7HAT ASPECTS OF 2OMAN LIFE MIGHT loyalty. A person with these qualities was said to have the important virtue of grav- signal future problems for the empire? itas. The Romans were a practical people. They honored strength more than beauty, (huge numbers of enslaved persons, power more than grace, and usefulness more than elegance. great gap between rich and poor, high unemployment) Ancient Rome and Early Christianity 163
DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS
Qualities of Roman Life Class Time 20 minutes Have the student pairs then look at the chart on page 164. After discuss- Task Analyzing and comparing descriptive words ing the traits of the “good” and “bad” emperors, have students brainstorm Purpose To improve students’ understanding of the qualities of Roman life adjectives to describe these emperors. Possibilities include: Instructions Discuss the differences between each pair of words as used s VIOLENT s KIND in the section to describe Roman values: s CONTROLLING s WISE strength/beauty power/grace usefulness/elegance s NASTY s ORGANIZED Have students work with those more proficient in English to think of sen- s WORRIED s COMPASSIONATE tences that illustrate the different meaning of each pair. Students might s SENSIBLE also draw pictures—for example, a picture of a wrestler to show power and s INTELLIGENT of a dancer to show grace. Here is an example: Plastic tableware has no elegance, but it is very useful. Teacher’s Edition 163 CHAPTER s 3ection 2 Roman Emperors, A.D. 37–A.D. 180 Bad Emperors Good Emperors Caligula Nero Domitian Nerva Hadrian Marcus Aurelias s n s n s n s n s n s n s -ENTALLY s 'OOD ADMIN s 2ULED s "EGAN CUSTOM s #ONSOLIDATED s "ROUGHT EMPIRE History from Visuals DISTURBED ISTRATOR BUT DICTATORIALLY OF ADOPTING HEIR EARLIER CON QUESTS TO HEIGHT OF VICIOUS s &EARED TREASON Trajan s 2EORGANIZED THE ECONOMIC s -URDERED MANY EVERYWHERE AND s n BUREAUCRACY PROSPERITY Interpreting the Chart EXECUTED MANY s $EFEATED INVADERS s 0ERSECUTED s %MPIRE REACHED Antoninus Pius !SK STUDENTS TO STUDY THE CHART OF hBADv #HRISTIANS ITS GREATEST EXTENT s n s 7ROTE PHILOSOPHY s 5NDERTOOK VAST s 2EIGN LARGELY A AND hGOODv 2OMAN EMPERORS $ISCUSS BUILDING PRO GRAM PERIOD OF PEACE WITH THE CLASS THE BENEFITS AND DRAWBACKS s %NLARGED SOCIAL AND PROSPERITY OF HAVING ONE PERSON RULE AN EMPIRE OR WELFARE NATION 7HAT ARE THE ADVANTAGES OF A SINGLE RULER AT THE TOP 7HAT ARE THE RISKS Most people in the Roman Empire lived in the countryside and worked on (Advantages—Quick decisions, lack of farms. In Rome and smaller cities, merchants, soldiers, slaves, foreigners, and philosophers all shared the crowded, noisy streets. Here, people from all walks of opposition, chance to reform laws and life came together to create a diverse society. social conditions. Risks—Arbitrary laws, Slaves and Captivity Slavery was a significant part of Roman life. It was widespread willful persecutions or executions, military #ALIGULA and important to the economy. The Romans made more use of slaves than any previ- 4RAJAN and national wealth used for personal ous civilization. Numbers of slaves may have reached as high as one-third of the total gain, lack of or bad successor.) population. Most slaves were conquered peoples brought back by victorious Roman armies and included men, women, and children. Children born to slaves also became slaves. Slaves could be bought and sold. According to Roman law, slaves were the property of their owners. They could be punished, rewarded, set free, or put to death as their masters saw fit. More About . . . Slaves worked both in the city and on the farm. Many were treated cruelly and worked at hard labor all day long. Some—strong, healthy males—were forced to Rich and Poor Romans become gladiators, or professional fighters, who fought to the death in public con- -OST WEALTHY CITY DWELLERS ALSO HAD COUN- tests. Other slaves, particularly those who worked in wealthy households, were better TRY ESTATES CALLED VILLAS WITH LIBRARIES ART treated. Occasionally, slaves would rebel. None of the slave revolts succeeded. More GALLERIES SWIMMING POOLS AND ATHLETIC than a million slaves lost their lives attempting to gain their freedom. COURTS )N PROVINCES SUCH AS 'AUL .ORTH Gods and Goddesses The earliest Romans worshiped powerful spirits or divine !FRICA AND "RITANNIA THESE ESTATES GREW forces, called numina, that they thought resided in everything around them. Closely MUCH OF THE EMPIRES FOOD related to these spirits were the Lares (LAIR-eez), who were the guardian spirits of each family. They gave names to these powerful gods and goddesses and honored )N STARK CONTRAST POOR FAMILIES LIVED IN them through various rituals, hoping to gain favor and avoid misfortune. CROWDED WOODEN TENEMENTS UP TO SEVEN In Rome, government and religion were linked. The deities were symbols of the STORIES HIGH 4HOUSANDS OF SUCH BUILDINGS state. Romans were expected to honor them not only in private rituals at shrines in FILLED 2OMES SLUMS 4HE TENEMENTS WERE their homes but also in public worship ceremonies conducted by priests in temples. SO POORLY BUILT THAT ROOFS AND CEILINGS Among the most important Roman gods and goddesses were Jupiter, father of the SOMETIMES COLLAPSED KILLING ALL INSIDE gods; Juno, his wife, who watched over women; and Minerva, goddess of wisdom and of the arts and crafts. During the empire, worship of the emperor also became part of the official religion of Rome. Society and Culture By the time of the empire, wealth and social status made huge differences in how people lived. Classes had little in common. The rich lived extravagantly. They spent large sums of money on homes, gardens, slaves, and lux- uries. They gave banquets that lasted for many hours and included foods that were rare and costly, such as boiled ostrich and parrot-tongue pie. However, most people in Rome barely had the necessities of life. During the time of the empire, much of the city’s population was unemployed. The govern- ment supported these people with daily rations of grain. In the shadow of Rome’s 164 Chapter 6
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CHAPTER PRIMARY SOURCE The Eruption of Vesuvius 6 Letter from Pliny the Younger to Tacitus DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 5 In A.D. 79 Mount Vesuvius, a volcano in southwest Italy, erupted, burying the cities of Pompeii and Herculaneum. Among those killed was Roman historian C. Plinius Secundus, known as Pliny the Elder. His nephew, Pliny the Younger, wrote an account of the disaster in a letter to the Roman historian Tacitus. As you read part of his letter, think about the dangers Pliny’s uncle faced.
our request that I would send you an account of dangers they resolved for the fields: a resolution Yof my uncle’s death, in order to transmit a more which, while the rest of the company were hurried exact relation of it to posterity, deserves my acknowl- into by their fears, my uncle embraced upon cool edgments; for, if this accident shall be celebrated by and deliberate consideration. They went out then, Drafting a Short Story your pen, the glory of it, I am well assured, will be having pillows tied upon their heads with napkins; rendered forever illustrious. . . . On the 24th of and this was their whole defense against the storm August, about one in the afternoon, my mother of stones that fell round them. It was now day desired him to observe a cloud which appeared of a everywhere else, but there a deeper darkness pre- very unusual size and shape. . . . This phenomenon vailed than in the thickest night. . . . They thought seemed to a man of such learning and research as proper to go farther down upon the shore. . . . Class Time MINUTES 0ROMPT STUDENTS BY ASKING THEM TO NOTE PROBLEMS THE my uncle extraordinary and worth further looking There my uncle, laying himself down upon a sail into. . . . He ordered the galleys to be put to sea, cloth, which was spread for him, called twice for and went himself on board. . . . Hastening then to some cold water, which he drank, when immediate- the place from whence others fled with the utmost ly the flames, preceded by a strong whiff of sulphur, terror, he steered his course direct to the point of dispersed the rest of the party, and obliged him to 2OMANS MIGHT HAVE HAD &OR EXAMPLE rise. He raised himself up with the assistance of Task 7RITING A SHORT STORY OR PLOT OUTLINE danger, and with so much calmness and presence of mind as to be able to make and dictate his obser- two of his servants, and instantly fell down dead; vations upon the motion and all the phenomena of suffocated, as I conjecture, by some gross and nox- that dreadful scene. . . . [The wind] was favourable, ious vapour. . . . As soon as it was light again, which however, for carrying my uncle to Pomponianus, was not till the third day after this melancholy acci- s ! PERSON MAY BE UNABLE TO AFFORD THE LUXURIES whom he found in the greatest consternation. . . . dent, his body was found entire, and without any Purpose 4O EXPLORE AND DESCRIBE DAILY LIFE IN Meanwhile broad flames shone out in several places marks of violence upon it, in the dress in which he from Mount Vesuvius, which the darkness of the fell, and looking more like a man asleep than dead. night contributed to render still brighter and clear- . . . I will end here, only adding that I have faithful- er. But my uncle, in order to soothe the apprehen- ly related to you what I was either an eye-witness of REQUIRED FOR A BUSINESS BANQUET myself or received immediately after the accident 2OMAN TIMES sions of his friend, assured him it was only the burning of the villages, which the country people happened, and before there was time to vary the had abandoned to the flames; after this he retired truth. You will pick out of this narrative whatever is to rest. . . . The court which led to his apartment most important: for a letter is one thing, a history being now almost filled with stones and ashes, if he another; it is one thing writing to a friend, another s ! CHARIOTEER MAY NEED TO WIN AN IMPORTANT RACE had continued there any time longer, it would have thing writing to the public. Farewell. Instructions 2EVIEW h3OCIETY AND #ULTURE v PAGES n been impossible for him to have made his way from William Melmoth, trans., Letters of Gaius Plinius out. So he was awoke and got up, and went to Caecilius Secundus (New York: Collier, 1909), 298–302. Pomponianus and the rest of his company. . . . They consulted together whether it would be most Research Options prudent to trust to the houses, which now rocked AND h3OCIAL (ISTORY v PAGES n WITH STUDENTS s ! POOR CHILD GETS LOST COMING HOME FROM 1. Using Research in Writing Find out about © McDougal Littell Inc. All rights reserved. from side to side with frequent and violent concus- Pliny the Elder, Pliny the Younger, or Tacitus. sions as though shaken from their very foundations; Write a brief biographical sketch of this person. or fly to the open fields, where the calcined stones 2. Analyzing Cause and Effect Read more about and cinders, though light indeed, yet fell in large Mount Vesuvius. Then create a cause-and-effect $IRECT THEM TO WRITE A STORY OR PLOT OUTLINE SET IN 2OME THE #OLOSSEUM showers, and threatened destruction. In this choice diagram to illustrate your findings. 4HE STORY MAY INVOLVE RICH OR POOR 2OMANS GLADIATORS OR s ! FAMILY IS SEPARATED WHEN 6ESUVIUS ERUPTS 38 Unit 2, Chapter 6 CHARIOTEERS 2EFER STUDENTS TO THE SECTION ILLUSTRATIONS AND !SK STUDENTS TO SHARE THEIR PLOT OUTLINES In-Depth Resources: Unit 2 PRIMARY SOURCES TO RESEARCH THE STORY SETTING
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Gladiator Games Thumbs up or thumbs down—that is how a match often ended for a gladiator (shown in this mosaic battling Historyin Depth a tiger). When one of the combatants fell, the organizer of the games usually determined his fate. A thumbs up sign Gladiator Games from him meant that the fighter would !SK STUDENTS TO CONSIDER HOW THE live. Thumbs down meant his death. 2OMANS INTEREST IN RACING AND ATHLET The crowd usually played a key role in these life-and-death decisions. If the ICS REFLECTS THEIR VALUES (Romans val- masses liked the fallen gladiator, he ued strength and power, two qualities most likely would live to fight another required to win chariot races or day. If not, he was doomed. athletic games.)
great temples and public buildings, poor people crowded into rickety, sprawling tenements. Fire was a constant danger. To distract and control the masses of Romans, the government provided free games, races, mock battles, and gladiator contests. By A.D. 250, there were 150 holidays a year. On these days of celebration, the Colosseum, a huge arena that could hold 50,000, would fill with the rich and the poor alike. The spectacles they watched combined bravery and cruelty, honor and violence. In the animal shows, wild creatures brought from distant lands, such as tigers, lions, and bears, fought to the death. In other contests, gladiators engaged in combat with animals or with each other, often until one of them was killed. !33%33 During this time of Pax Romana, another activity slowly emerged in the Roman Empire—the practice of a new religion known as Christianity. The early followers SECTION 2 ASSESSMENT of this new faith would meet with much brutality and hardship for their beliefs. But their religion would endure and spread throughout the empire, and eventually (AVE STUDENTS WORK IN GROUPS WITH A VOL become one of the dominant faiths of the world. UNTEER DIRECTING EACH GROUP IN REVIEWING THE QUESTIONS AND RESPONSES TOGETHER SECTION 2 ASSESSMENT Formal Assessment s 3ECTION 1UIZ P TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. s civil war s Julius Caesar s triumvirate s Augustus s Pax Romana RETEACH USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. What changes do you 3. What factors contributed to the 6. ANALYZING CAUSES What role did Julius Caesar play in !SK STUDENTS TO CREATE A TIME LINE WITH consider negative? Why? fall of the Roman Republic? the decline of the republic and the rise of the empire? ENTRIES SHOWING THE MAIN EVENTS OF THE 4. What were the main reasons 7. ANALYZING ISSUES What aspects of Roman society REPUBLICS END AND THE FORMATION OF THE Changes in Rome for the Romans’ success in remained similar from republic to empire? 2OMAN %MPIRE 3TUDENTS MAY USE THE ¡.¥Dictator claims controlling such a large 8. RECOGNIZING EFFECTS What was Augustus’s greatest sole power¡ empire? contribution to Roman society? Why? ¡ ¥¡ TRANSPARENCY TO TRACE THE EMPIRES EXPAN . 5. What measures did the ¡.¥¡ 9. WRITING ACTIVITY EMPIRE BUILDING Write a brief SION AS THEY EXTEND THE TIME LINE (AVE government take to distract dialogue in which various members of society com ment and control the masses of on conditions in the Roman Empire during the Pax STUDENTS EXPLAIN WHY EACH EVENT WAS Rome? Romana. Participants might include a senator, a civil IMPORTANT TO THE GROWING EMPIRE servant, a slave, a merchant, and a former soldier. Geography Transparencies
CONNECT TO TODAY CREATING A POSTER s '4 %XPANSION OF THE 2OMAN %MPIRE Create a poster depicting the sporting events and other forms of entertainment that you enjoy b.c.–a.d. watching. Include an introductory paragraph that explains what about them appeals to you. In-Depth Resources: Unit 2 s 2ETEACHING !CTIVITY P Ancient Rome and Early Christianity 165
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1. CIVIL WAR P s *ULIUS #AESAR P s TRIUMVIRATE P s !UGUSTUS P s Pax Romana P 2. Sample Answer: .EGATIVES)NCREASING 6. Possible Answer: #AESAR HELPED RESTORE ORDER s USE DETAILS FROM THE TEXT TO GENERATE SLAVERY GAP BETWEEN RICH AND POOR THEN SEIZED POWER (IS OCCUPATION OF 2OME REALISTIC COMMENTS 0OSITIVE#HRISTIANITY BEGINS AND HIS RULE AS DICTATOR EFFECTIVELY ENDED CONNECT TO TODAY 3. ECONOMIC INEQUALITY MILITARY UPHEAVAL CIVIL THE REPUBLIC Rubric 0OSTERS SHOULD WAR THE RISE OF #AESAR 7. Possible Answer: WIDE DISPARITY CONTINUED s CLEARLY SHOW SPORTING ACTIVITIES 4. AN EFFICIENT SYSTEM OF GOVERNMENT ABLE RULERS BETWEEN RICH AND POOR s INCLUDE A CONCISE EXPLANATORY PARAGRAPH STRONG MILITARY 8. HIS SYSTEM OF GOVERNMENT WHICH KEPT THE s USE PHOTOS ART OR READERS OWN DRAWINGS 5. PROVIDED MANY FREE GAMES AND GLADIATOR EMPIRE STRONG AND STABLE CONTESTS AND ORGANIZED MANY 9. Rubric $IALOGUES SHOULD CELEBRATORY HOLIDAYS s FOCUS ON THE CHANGES ASSOCIATED WITH THE RISE OF THE EMPIRE
Teacher’s Edition 165 CHAPTER ection 2 s 3 7*%&0 "ODJFOU3PNF 5IF3JTFPG Life in a Roman Villa "QBSUNFOUT Social History Much of what we know about Roman homes comes from archaeological excavations of the ancient cities of Pompeii and Herculaneum. In A.D. 79, Pompeii and Herculaneum were buried in volcanic ash by a tremendous OBJECTIVE eruption of Mount Vesuvius. The illustration you see here is modeled after a home in Pompeii. Notice the rich artwork and refined architecture of this home. T The Villa s $ESCRIBE WHAT LIFE IN A 2OMAN VILLA Very few Romans could afford to was like. live in such luxury, but those who could left a legacy that still RESEARCH WEB LINKS Go online for inspires wonder. &/#53 -/4)6!4% more on life in a Roman villa. Ask students to compare and contrast life in a Roman villa with life in the typical American home today. (Possible Answers: Homeowners still welcome visitors, stock kitchens with cooking supplies, decorate their walls, and often have yards. Time-saving devices, such as dishwashers, have replaced servants in most homes.) ).3425#4
Critical Thinking s (OW DOES A TYPICAL VILLA MEAL COM- pare to a typical meal today? (Possible Answer: Today’s meals are smaller and usually include fewer courses.) s #ONSIDER THE RISKS OF LIVING NEAR Vesuvius. How have the dangers changed since Roman times? (They are growing. The volcano is erupting more 3 frequently and there are many more 1 2 people living near it.)
1 Center of Activity Owners of such villas were usually noted citizens, and their homes had frequent visitors. 3 Kitchen Well-stocked 2 Entrance Hall Beautiful floor kitchens kept family members mosaics sometimes decorated the and guests well fed. A dinner villa’s entrance. Skilled artisans from this kitchen might consist created the intricate designs like the of eggs, vegetables, shellfish, one shown in the entry of this home. meat, cakes, and fruit.
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Books Videos and Software McKay, Alexander Gordon. Houses, Villas, and The Roman Empire in Northern Europe. VHS. Palaces in the Roman World. Reprint ed. Ambrose Video, 1999. 800-526-4663. Baltimore: Johns Hopkins UP, 1998. Describes Romans. CD-ROM. Films for the Humanities & many types of Roman homes, with illustrations of Sciences, 1997. 800-257-5126. This remarkable plans and reconstructions. CD-ROM is packed with pictures, videos, talk- Shelton, Jo-ann. As the Romans Did: A ing characters, and animations introducing life in Sourcebook in Roman Social History. Oxford: Roman times. Oxford UP, 1997. Included in this volume are aspects of Roman family life, housing, education, entertainment, and religion.
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Pompeii s Of the 10,000 to 20,000 More About . . . people who lived in Pompeii, only 2,000 bodies have been uncovered. Pompeii and Mount Vesuvius s About three-fourths of the city Pompeii appealed to wealthy Romans has been excavated. for many reasons. It had a warm and Mount Vesuvius pleasant climate. It was located along s Scientists believe there may the Mediterranean, with a port for access be a reservoir of magma 400 to trade goods. The surrounding fertile kilometers (about 249 miles) wide sitting below Mount landscape produced fine vegetables and Vesuvius. other foods. Pompeii’s own industries S Frescoes s Today, in the first 15 minutes also produced luxury items such as per- A fresco is a painting made on damp plaster. Roman artists used of a medium-to-large-scale this technique to brighten the walls of Roman homes. This fresco eruption, an area within a fume. In addition, Pompeii boasted city from the ruins of Pompeii reflects a couple’s pride at being able 4-mile radius of the volcano amenities such as a theater, gladiators’ to read and write—she holds tools for writing and he a scroll. could be destroyed—about 1 million people live and work court, and three public baths. in this area. The city had a long history with Mount Vesuvius. In fact, its streets were paved Number of Major with lava blocks. Still, despite several Recorded Volcanic Eruptions eruptions in a.d. 62 or 63, residents 4 Gardens Wealthy Romans maintained A.D. 1-500 3 were unprepared for the huge eruption gardens decorated with of a.d. 79. fountains, sculptures, and frescoes. 501-1000 5 Electronic Library of Primary Sources 4 s h7ALL )NSCRIPTIONS FROM 0OMPEIIv Years 1001-1500 2
1501-2000* 20+
0 5 10 15 20 Number of Eruptions
* The last eruption occurred in 1944. Source: Encyclopaedia Britannica S Archaeological Excavation When Mount Vesuvius erupted, ash rained down, covered everything, and hardened. Bread (shown above) carbonized in the bakeries. Bodies decayed 1. Making Inferences What other types under the ash leaving of rooms or activities can you identify hollow spaces. An in the illustration? archaeologist developed See Skillbuilder Handbook, page R10. the technique of pouring plaster into the spaces 2. Comparing and Contrasting How and then removing the are homes today similar to a Roman ash. The result was a cast villa? How are they different? of the body where it fell. 167
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1. Making Inferences 2. Comparing and Contrasting Possible Answers: Other rooms are bedrooms, central hall, and sitting Possible Answer: Most homes today have kitchens where food is rooms. Activities include cooking and cleaning. stored and prepared. Homes often have gardens or yards, and many homeowners hang pictures and other items to decorate their walls. The many open rooms of a Roman villa are echoed by the open arrangements of today’s homes. One the the biggest differences in homes today are the indoor plumbing and bathrooms. Also, interior courtyards are not as common today as they were in Roman times.
Teacher’s Edition 167 LESSON PLAN 3 OBJECTIVES s 3UMMARIZE THE LIFE OF *ESUS s 4RACE THE SPREAD OF #HRISTIANITY IN THE 2OMAN %MPIRE The Rise of Christianity s !NALYZE #HRISTIANITYS APPEAL MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES FOCUS & MOTIVATE RELIGIOUS AND ETHICAL #HRISTIANITY HAS SPREAD s *ESUS s #ONSTANTINE SYSTEMS #HRISTIANITY AROSE IN THROUGHOUT THE WORLD AND s APOSTLE s BISHOP 4ELL STUDENTS THAT #HRISTIANITY AROSE DURING 2OMAN OCCUPIED *UDEA AND TODAY HAS MORE THAN A BILLION s 0AUL s 0ETER 2OMAN TIMES !SK HOW COMMON THIS FAITH SPREAD THROUGHOUT THE 2OMAN FOLLOWERS s $IASPORA s POPE %MPIRE IS TODAY IN THE 53 AND THE REST OF THE WORLD (Possible Answer: extremely SETTING THE STAGE While religion played an important role in Roman Pictured Above: common and prevalent in the U.S. and society, the worship of Roman gods was impersonal and often practiced without (L) Roman in large parts of the world) a great deal of emotion. As the empire grew, so, too, did a new religion called Amphitheater Christianity. Born as a movement within Judaism, it emphasized a personal of Pula: relationship between God and people—and attracted many Romans. Arcades; INSTRUCT (R) The Court of Theodora, The Life and Teachings The Life and Teachings of Jesus 6th century of Jesus Roman power spread to Judea, the home of the Jews, around 63 B.C. At first the TAKING NOTES Jewish kingdom remained independent, at least in name. Rome then took control Use the graphic organizer of the Jewish kingdom in A.D. 6 and made it a province of the empire. A number Critical Thinking online to take notes on of Jews, however, believed that they would once again be free. According to s (OW WERE *ESUS TEACHINGS AT ODDS the events that led to the spread of Christianity. biblical tradition, God had promised that a savior known as the Messiah would WITH 2OMAN VALUES AND RELIGIOUS IDEAS arrive and restore the kingdom of the Jews. Roughly two decades after the (taught love and acceptance rather beginning of Roman rule, many believed that such a savior had arrived. than strength and power; taught mono- Jesus of Nazareth Although the exact date is uncertain, historians estimate that theism vs. worship of many gods) sometime around 6 to 4 B.C., a Jew named Jesus was born in Bethlehem in Judea. s 7HY MIGHT THE 2OMANS HAVE FELT THREAT Historical records of the time mention very little about Jesus. The main source of information about his life and teachings is the Gospels, the first four books of ENED BY *ESUS (He was popular; he the New Testament of the Christian Bible. According to the Gospels, Jesus was preached to the poor and powerless.) raised in the village of Nazareth in northern Judea. He was baptized by a prophet In-Depth Resources: Unit 2 known as John the Baptist. As a young man, he took up the trade of carpentry. s 'UIDED 2EADING P ALSO IN 3PANISH At the age of 30, Jesus began his public ministry. For the next three years, he preached, taught, did good works, and reportedly performed miracles. His teach- ings contained many ideas from Jewish tradition, such as mono theism, or belief in only one God, loving others, and the principles of the Ten Command ments. Jesus emphasized God’s personal relationship to each human being. He stressed the importance of people’s love for God, their neighbors, their enemies, and even themselves. He also taught that God would end wickedness in the world and would establish an eternal kingdom after death for people who sincerely repented their sins. (Refer to pages 286–287 for more about Christianity.) A Growing Movement Some of the Gospels are thought to have been written by one or more of Jesus’ disciples, or pupils. These 12 men later came to be called apostles. 168 Chapter 6
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ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 s FROM THE 'OSPEL !CCORDING TO -ATTHEW IN THE "IBLE s 'UIDED 2EADING P s 'UIDED 2EADING P INTEGRATED TECHNOLOGY Formal Assessment s "UILDING 6OCABULARY P Student One Stop s 3ECTION 1UIZ P s 2ETEACHING !CTIVITY P Guided Reading Workbook Teacher One Stop ENGLISH LEARNERS s 3ECTION s 0OWER 0RESENTATIONS In-Depth Resources in Spanish Electronic Library of Primary Sources s 'UIDED 2EADING P GIFTED AND TALENTED STUDENTS s FROM THE 'OSPEL !CCORDING TO -ATTHEW IN THE "IBLE Spanish/English Guided Reading Workbook In-Depth Resources: Unit 2 s 3ECTION s 0RIMARY 3OURCE FROM Emperor Galerius’ Edict of Toleration, P
168 Chapter 6 As Jesus preached from town to town, his fame grew. He attracted large crowds, CHAPTER s 3ection 3 and many people were touched by his message. Because Jesus ignored wealth and status, his message had special appeal to the poor. “Blessed are the meek, for they shall inherit the earth,” he said. His words, as related in the Gospels, were simple and direct: More About . . . PRIMARY SOURCE Love your enemies, do good to those who hate you, bless those who curse you, and The Life of Jesus pray for those who mistreat you. If anyone hits you on the cheek, let him hit the other The only real sources about the life and one too; if someone takes your coat, let him have your shirt as well. Give to everyone who asks you for something, and when someone takes what is yours, do not ask for it teachings of Jesus are the Gospels of the back. Do for others just what you want them to do for you. New Testament. Mark (written a.d. 60–80) Luke 6:27–31 is the earliest gospel. Matthew, Luke, and
Jesus’ Death Jesus’ growing popularity concerned Roman leaders. According John (written a.d. 75–90) are later. More to the New Testament, when Jesus visited Jerusalem about A.D. 29, enthusiastic evidence about the life of Jesus can be crowds greeted him as the Messiah, or king—the one whom the Bible had said found in the letters of Paul, which were would come to rescue the Jews. The Roman governor Pontius Pilate accused Jesus A. Possible Answer written in a.d. 50 and are the earliest He did good works, of defying the authority of Rome. Pilate arrested Jesus and sentenced him to be surviving Christian texts. The Gospels of preached the word crucified, or nailed to a large wooden cross to die like thousands of other oppo- Matthew, Mark, and Luke agree so closely of God, rose after nents of Rome. death. with one another that the texts can be After Jesus’ death, his body was placed in a tomb. According to the Gospels, studied together in parallel columns three days later his body was gone, and a living Jesus began appearing to his fol- Hypothesizing lowers. The Gospels go on to say that then he ascended into heaven. The apostles called a synopsis. They are, therefore, Why did the followers of Jesus were more convinced than ever that Jesus was the Messiah. It was from this belief called the Synoptic Gospels. think he was the that Jesus came to be referred to as Jesus Christ. Christos is a Greek word meaning Messiah? “messiah” or “savior.” The name Christianity was derived from “Christ.”
T Christ’s Charge Christianity Spreads Through Christianity Spreads Through the Empire to Saint Peter the Empire Strengthened by their conviction that he had triumphed over death, the followers of by Renaissance art- Jesus continued to spread his ideas. Jesus’ teachings did not contradict Jewish law, and ist Raphael depicts Jesus calling the Critical Thinking his first followers were Jews. Soon, however, these followers began to create a new apostle Peter to religion based on his messages. Despite political and religious opposition, the new duty as the other s 7HY WAS THE APOSTLE 0AUL SO IMPORTANT religion of Christianity spread slowly but steadily throughout the Roman Empire. apostles look on. to the spread of Christianity? (Paul traveled widely and interpreted Jesus’ teachings in ways that distin- guished them from Jewish law by eliminating some Jewish practices, which made the religion more accessible to non-Jews.) s 7HY DO YOU THINK #HRISTIAN PERSECUTION rose as the Pax Romana crumbled? (Possible Answer: The worse Rome’s problems were, the more leaders needed a scapegoat.)
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Exploring Primary Sources Class Time 20 minutes Ask students to find examples of other parables: the two builders and Task Understanding Jesus as a teacher the two foundations (Matthew 7:24–27); the sower and the soils (Matthew Purpose To learn about Jesus’ use of parables 13:3–8); the good Samaritan (Luke 10:30–37). Have them summarize the parables and discuss Jesus’ use of commonplace events Instructions Tell students that Jesus often used everyday situations and to make his points. told stories called parables to teach moral lessons. The parable of the prodigal (wasteful) son tells about a young man who leaves home and Electronic Library of Primary Sources spends all his inheritance. After living in poverty, the young man returns s FROM THE 'OSPEL !CCORDING TO -ATTHEW IN THE "IBLE to ask his father’s forgiveness. He is welcomed home with open arms. Through the parable, Jesus taught that God’s love could overcome sin.
Teacher’s Edition 169 CHAPTER s 3ection 3 Paul’s Mission One man, the apostle Paul, had enormous influence on Christianity’s development. Paul was a Jew who had never met Jesus and at first was an enemy of Christianity. While traveling to Damascus in Syria, he report- edly had a vision of Christ. He spent the rest of his life spreading and interpreting Christ’s teachings. Global Impact The Pax Romana, which made travel and the exchange of ideas fairly safe, pro- vided the ideal conditions for Christianity to spread. Common languages—Latin The Jewish Diaspora and Greek—allowed the message to be easily understood. Paul wrote influen- The movement of Jews into Europe and tial letters, called Epistles, to groups of believers. In his teaching, Paul stressed other parts of the world occurred over that Jesus was the son of God who died for people’s sins. He also declared that Christian converts were not obligated to follow Jewish law. It was this universality centuries. Ask students to research such that enabled Christianity to become more than just a local religion. topics as the leader Judas Maccabee, Jewish Rebellion During the early years of Christianity, much Roman atten- the siege of Masada, the development tion was focused on the land of Jesus’ birth and on the Jews. In A.D. 66, a band of Yiddish language, the Jewish calen- of Jews rebelled against Rome. In A.D. 70, the Romans Mediterranean dar, the building of synagogues, or the stormed Jerusalem and destroyed the Temple complex. All that Sea GALILEE Bar Kohkba Revolt. Direct students to remained was a western portion of the wall, which today is the Jerusalem JUDEA references such as A Historical Atlas of holiest Jewish shrine. The Jewish fortress near Masada (see Dead 7*%&0 Masada map at right) held out until A.D. 73. About a half million Jews Sea the Jewish People from the Times of +FTVTh+FSVTBMFN the Patriarchs to the Present, ed. by Eli were killed in the course of this rebellion. The Jews made another attempt to break free of the Barnavi (Knopf, 1992). Romans in A.D. 132. Another half-million Jews died in three years of fighting. Although the Jewish religion survived, the Jewish political state ceased to exist for more than 1,800 Vocabulary Note: Word Origins The Jewish Diaspora years. Most Jews were driven from their homeland into The term scapegoat comes from the Centuries of Jewish exile followed exile. This dispersal of the Jews is called the Diaspora. the destruction of their temple and Old Testament, or Hebrew Bible. Aaron the fall of Jerusalem in a.d. 70. This Persecution of the Christians Christians also posed a prob- confessed the Israelites’ sins over a period is called the Diaspora, from lem for Roman rulers. The main reason was that they refused goat, then sent the goat to carry the sins the Greek word for “dispersal.” Jews to worship Roman gods. This refusal was seen as opposition fled to many parts of the world, to Roman rule. Some Roman rulers also used Christians as Vocabulary away symbolically. including Europe. scapegoats for political and economic troubles. Scapegoats are In the 1100s, many European Jews groups or individ- were expelled from their homes. By the second century, as the Pax Romana began to crumble, persecution of the Christians intensified. Romans uals that innocently Some moved to Turkey, Palestine, bear the blame for and Syria. Others went to Poland exiled, imprisoned, or executed Christians for refusing to others. and neighboring areas. worship Roman deities. Thousands were crucified, burned, The statelessness of the Jews or killed by wild animals in the circus arenas. Other did not end until the creation of Christians and even some non-Christians regarded perse- Israel in 1948. cuted Christians as martyrs. Martyrs were people willing to B. Answer It sacrifice their lives for the sake of a belief or a cause. embraced all people, gave hope to powerless, and A World Religion A World Religion appealed to those who were repelled Despite persecution of its followers, Christianity became a powerful force. By the by Roman Critical Thinking late third century A.D., there were millions of Chris tians in the Roman Empire and extravagances. s 7HY DO YOU THINK CHURCH LEADERS COULD beyond. The widespread appeal of Christianity was due to a variety of reasons. not agree about the new religion? Christianity grew because it Making Inferences (Possible Answer: interpretations s EMBRACED ALL PEOPLEMEN AND WOMEN ENSLAVED PERSONS THE POOR AND NOBLES s GAVE HOPE TO THE POWERLESS Why were varied; leaders wanted power) the citizens of the s APPEALED TO THOSE WHO WERE REPELLED BY THE EXTRAVAGANCES OF IMPERIAL 2OME s %XPLAIN HOW ESTABLISHING A CHURCH Roman Empire s OFFERED A PERSONAL RELATIONSHIP WITH A LOVING 'OD so drawn to structure helped Christianity spread. s PROMISED ETERNAL LIFE AFTER DEATH Christianity? (People gained access to church teachings more easily.) 170 Chapter 6
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Using an Outline to Take Notes I. The Life and Teachings of Jesus Class Time 30 minutes A. Jesus of Nazareth Task Creating an outline to organize difficult information 1. born around 6–4 B.C. in Bethlehem in Judea Purpose To use an outline to record information on the 2. raised in Nazareth; was a carpenter rise of Christianity 3. Instructions To help students keep track of the history 4. presented on these pages, have them use an outline to B. A Growing Movement record information. Tell students to organize their outline C. JesusÕ Death using the headings and subheadings on pp. 169–172 and II. Christianity Spreads Through the Empire to add main ideas and details (as in italics in example at right). A. PaulÕs Mission
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Spread of Christianity in the Roman World to A.D. 500 CHAPTER s 3ection 3 40°E 0° North Sea BRITAIN R h Christian areas, 325 in e Additional Christian areas, 500 R History from Visuals . Boundary of Roman Empire, 395 Da nube R. Interpreting the Map ATLANTIC GAUL Ask students where Christianity devel- OCEAN C oped first. (near the most populated a s ITALY Black Sea p areas) Have them study the geographic i Rome a Constantinople barriers to travel such as mountains, SPAIN n Nicaea 40°N ARMENIA S rivers, and oceans. Discuss why GREECE ANATOLIA e
a Med Christianity’s spread so closely paralleled ite Corinth Hippo rra the empire’s boundaries. (Missionaries ne Antioch an S SYRIA used the empire’s roads and trade routes 0 500 Miles ea JUDEA to travel to distant places.) 0 1,000 Kilometers Jerusalem Alexandria Extension Have students write a sen-
EGYPTR. Nile P e tence summarizing the map’s informa- rs ia n G tion. (Possible Answer: From 325 to 500, Red Sea u GEOGRAPHY SKILLBUILDER: Interpreting Maps lf Christianity developed first in the major 1. Location Where was Christianity most widespread in a.d. 325? cities, then spread outward to reach 2. Region What was the extent (north to south, east to west) of Christianity’s spread by a.d. 500? every province of the Roman Empire.)
SKILLBUILDER Answers Constantine Accepts Christianity A critical moment in Christianity occurred 1. Location Anatolia .D. in A 312, when the Roman emperor Constantine was fighting three rivals for 2. Region Britain to the north, Egypt leadership of Rome. He had marched to the Tiber River at Rome to battle his chief to the south, Spain to the west, and rival. On the day before the battle at Milvian Bridge, Constantine prayed for divine Armenia to the east help. He reported that he then saw an image of a cross—a symbol of Christianity. He ordered artisans to put the Christian symbol on his soldiers’ shields. Constantine and his troops were victorious in battle. He credited his success to the help of the Christian God. More About . . . In the next year, A.D. 313, Constantine announced an end to the persecution of Christians. In the Edict of Milan, he declared Christianity to be one of the reli- Constantine gions approved by the emperor. Christianity continued to gain strength. In 380, the Constantine was among the first rulers in emperor Theodosius made it the empire’s official religion. the Western world to champion religious Vocabulary Early Christian Church By this time, Christians had given their religion a struc- A hierarchy is a equality. The Edict of Milan guaranteed group of persons ture, much as the Roman Empire had a hierarchy. At the local level, a priest led organized in order each small group of Christians. A bishop, who was also a priest, supervised sev- all citizens of the empire the right to of ranks, with each eral local churches. The apostle Peter had traveled to Rome from Jerusalem and worship as they chose. level subject to the became the first bishop there. According to tradition, Jesus referred to Peter as the authority of the one Constantine also supported the Christian above. “rock” on which the Christian Church would be built. As a result, all priests and Church generously, giving huge estates bishops traced their authority to him. and funding construction of great cathe- Eventually, every major city had its own bishop. However, later bishops of Rome drals. Eastern Orthodox Churches regard claimed to be the heirs of Peter. These bishops said that Peter was the first pope, the father or head of the Christian Church. They said that whoever was bishop of him as a saint. Rome was also the leader of the whole Church. Also, as Rome was the capital of In-Depth Resources: Unit 2 the empire, it seemed the logical choice to be the center of the Church. s 0RIMARY 3OURCE FROM Emperor Galerius’ Ancient Rome and Early Christianity 171 Edict of Toleration, p. 36
DIFFERENTIATING INSTRUCTION: STRUGGLING READERS
Creating an Organizational Chart the pope Class Time 20 minutes Task Organizing information about the early Christian Church in a chart Purpose To use visual aids to learn how early Christians organized their bishops bishops bishops new religion Instructions Have students work in small groups to construct an orga- nization chart of the Church, based on the description in the text. Charts should show the pope at the top, supported by a row of bishops, who priests priests priests priests priests oversee the more numerous local priests, who minister to the people. Students should label each box clearly and list the basic function of each level in the hierarchy. the people
Teacher’s Edition 171 CHAPTER s 3ection 3 A Single Voice As Christianity grew, disagreements about beliefs developed among its followers. Church leaders called any belief that appeared to contradict the basic teachings a heresy. Dispute over beliefs became intense. In an attempt to end conflicts, Church leaders tried to set a single, official standard of belief. These beliefs were compiled in the New Testament, which contained the four Gospels, More About . . . the Epistles of Paul, and other documents. The New Testament was added to the Hebrew Bible, which Christians called the Old Testament. In A.D. 325, Constantine Augustine moved to solidify further the teachings of Christianity. He called Church leaders !UGUSTINE GREW UP WITH A #HRISTIAN to Nicaea in Anatolia. There they wrote the Nicene Creed, which defined the basic MOTHER AND A PAGAN NON #HRISTIAN beliefs of the Church. FATHER (E EXPLORED BOTH VIEWS BEFORE The Fathers of the Church Also influential in defining Church teachings were COMMITTING TO #HRISTIANITY !UGUSTINES several early writers and scholars who have been called the Fathers of the Church. One of the most important was Augustine, who became bishop of the city of Hippo VIEW THAT 'OD IS PRESENT IN EVERY in North Africa in 396. Augustine taught that humans needed the grace of God to PERSONS SOUL REFLECTS THE INFLUENCE OF C. Possible be saved. He further taught that people could not receive God’s grace unless they Answer He 'REEK PHILOSOPHERS (OWEVER !UGUSTINE belonged to the Church and received the sacraments. wanted to comfort ALSO BELIEVED THAT ONLY SOME PEOPLE WILL One of Augustine’s most famous books is The City of God. It was written after the Romans by reminding them RECEIVE 'ODS GRACE 4HIS IDEA BECAME Rome was plundered in the fifth century. Augustine wrote that the fate of cities that there was an FUNDAMENTAL IN LATER #HRISTIAN SECTS SUCH such as Rome was not important because the heavenly city, the city of God, could eternal city that never be destroyed: would never be AS #ALVINISM AND ,UTHERANISM destroyed.
PRIMARY SOURCE The one consists of those who live by human standards, the other of those who Analyzing Primary live according to God’s will. . . . By two cities I mean two societies of human Sources beings, one of which is predestined to reign with God for all eternity, the other is Why would doomed to undergo eternal punishment with the Devil. Augustine write his book after Rome AUGUSTINE, The City of God had been attacked? While Christianity continued its slow but steady rise, the Roman Empire itself was gradually weakening. Under the weight of an increasing number of both foreign and domestic problems, the mighty Roman Empire eventually began to crumble. !33%33 SECTION 3 ASSESSMENT SECTION 3 ASSESSMENT 0AIR STUDENTS TO QUIZ EACH OTHER ON THE TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. QUESTIONS (AVE STUDENTS TAKE TURNS s Jesus s apostle s Paul s Diaspora s Constantine s bishop s Peter s pope ASKING AND ANSWERING QUESTIONS USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING Formal Assessment 2. What event do you think had 3. What did Jesus emphasize in 6. HYPOTHESIZING Do you think Christianity would have s 3ECTION 1UIZ P the biggest impact? Explain. his early teachings? developed in the same way if it had arisen in an area 4. Why did the early Christians outside the Roman Empire? Explain. Rome takes face persecution from the 7. FORMING AND SUPPORTING OPINIONS Who did more to RETEACH over Jewish Romans? spread Christianity—Paul or Constantine? Why? kingdom. 7RITE THE FOLLOWING HEADINGS ON THE 5. What was the importance of 8. ANALYZING ISSUES Why do you think Roman leaders so the Nicene Creed? opposed the rise of a new religion among their subjects? BOARD 2OMAN %MPIRE #HRISTIAN -ESSAGE 9. WRITING ACTIVITY RELIGIOUS AND ETHICAL SYSTEMS AND #HURCH /RGANIZATION !SK STUDENTS Imagine you are a resident of Judea during the time of Jesus. Write a letter to a friend in Rome describing Jesus TO GIVE TWO OR THREE EXAMPLES SHOWING and his teachings. HOW EACH ELEMENT HELPED #HRISTIANITY
BECOME A MAJOR WORLD RELIGION IN ONLY CONNECT TO TODAY OUTLINING A SPEECH A FEW CENTURIES Locate a recent speech by the pope or the leader of another Christian church and outline its In-Depth Resources: Unit 2 main ideas. Then read some of the speech to the class and discuss its main points. s 2ETEACHING !CTIVITY P 172 Chapter 6
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1. *ESUS P s APOSTLE P s 0AUL P s $IASPORA P s #ONSTANTINE P s BISHOP P s 0ETER P s POPE P 2. Sample Answer: *ESUS OF .AZARETH 5. )T DEFINED THE #HURCHS BASIC BELIEFS 9. Rubric ,ETTERS SHOULD BIGGEST IMPACT *ESUS DEATH 0AULS 6. Possible Answer: 4HE 2OMAN %MPIRE WAS WELL s BE CLEARLY WRITTEN MISSION #ONSTANTINE ORGANIZED WITH GOOD ROADS AND ACTIVE TRADE s HIGHLIGHT THE MAIN POINTS OF *ESUS TEACHINGS 3. 'ODS PERSONAL RELATIONSHIP TO EACH PERSON SO THE NEW RELIGION COULD SPREAD EASILY /THER CONNECT TO TODAY IMPORTANCE OF PEOPLES LOVE FOR 'OD THEIR AREAS WERE MORE ISOLATED Rubric /UTLINES SHOULD NEIGHBORS THEIR ENEMIES AND THEMSELVES 7. Possible Answer: 0AUL#ARRIED THE MESSAGE s LIST THE SPEECHS MAIN POINTS 'OD WOULD OFFER ETERNAL LIFE TO THOSE WHO THROUGHOUT THE EMPIRE WELCOMED 'ENTILES s BE LOGICALLY ORGANIZED REPENTED THEIR SINS #ONSTANTINE%NDED PERSECUTION s INCLUDE FACTS AND DETAILS TO SUPPORT THE 4. REFUSAL TO WORSHIP 2OMAN GODS USED BY SOME 8. Possible Answer: 4HEY FEARED THAT IT WOULD MAIN IDEAS 2OMAN RULERS AS SCAPEGOATS FOR POLITICAL AND LEAD TO REBELLION ECONOMIC TROUBLES
172 Chapter 6 LESSON PLAN 4 OBJECTIVES s 3UMMARIZE THE DECLINE OF THE 2OMAN %MPIRE The Fall of the Roman Empire s $ESCRIBE THE REFORMS OF $IOCLETIAN AND #ONSTANTINE MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES s 4RACE THE FALL OF THE 7ESTERN 2OMAN %MPIRE EMPIRE BUILDING )NTERNAL 4HE DECLINE AND FALL OF GREAT s INFLATION s #ONSTANTINOPLE PROBLEMS AND INVASIONS SPURRED CIVILIZATIONS IS A REPEATING s MERCENARY s !TTILA THE DIVISION AND DECLINE OF THE PATTERN IN WORLD HISTORY s $IOCLETIAN 2OMAN %MPIRE FOCUS & MOTIVATE !SK STUDENTS HOW PEOPLE RESPOND TODAY TO DIFFICULT ECONOMIC TIMES OR POLITICAL Pictured Above: SETTING THE STAGE In the third century A.D., Rome faced many problems. (L) Roman They came both from within the empire and from outside. Only drastic economic, INSTABILITY (Possible Answers: with Amphitheater military, and political reforms, it seemed, could hold off collapse. pessimism and anxiety, sometimes of Pula: anger or blame; many retreat into Arcades; family concerns) (R) The Court A Century of Crisis of Theodora, Historians generally agree that the end of the reign of the emperor Marcus TAKING NOTES 6th century Aurelius (A.D. 161–180) marked the end of two centuries of peace and prosperity INSTRUCT known as the Pax Romana. The rulers that followed in the next century had little Use the graphic organizer or no idea of how to deal with the giant empire and its growing problems. As a online to take notes on what caused the A Century of Crisis result, Rome began to decline. problems facing the Rome’s Economy Weakens During the third century A.D., several factors Roman Empire. Critical Thinking prompted the weakening of Rome’s economy. Hostile tribes outside the boundar- s 7HICH IS LIKELY TO BE MORE IMPORTANT IN ies of the empire and pirates on the Mediterranean Sea disrupted trade. Having THE DECLINE OF THE 2OMAN %MPIRE THE reached their limit of expansion, the Romans lacked new sources of gold and ECONOMY OR THE MILITARY (most prob- silver. Desperate for revenue, the government raised taxes. It also started mint- ing coins that contained less and less silver. It hoped to create more money with ably the economy because it affected the same amount of precious metal. However, the economy soon suffered from how soldiers were paid) inflation, a drastic drop in the value of money coupled with a rise in prices. s (OW MIGHT SOLDIERS WITH LIMITED LOYALTY Agriculture faced equally serious problems. Harvests in Italy and western BEHAVE IN A MILITARY CRISIS (They might Europe became increasingly meager because overworked soil had lost its fertil- desert or even switch sides.) ity. What’s more, years of war had destroyed much farmland. Eventually, serious food shortages and disease spread, and the population declined. In-Depth Resources: Unit 2 Military and Political Turmoil By the third century A.D., the Roman military s 'UIDED 2EADING P ALSO IN 3PANISH was also in disarray. Over time, Roman soldiers in general had become less disciplined and loyal. They gave their allegiance not to Rome but to their com- manders, who fought among themselves for the throne. To defend against the increasing threats to the empire, the government began to recruit mercenaries, foreign soldiers who fought for money. While mercenaries would accept lower pay than Romans, they felt little sense of loyalty to the empire. Feelings of loyalty eventually weakened among average citizens as well. In the past, Romans cared so deeply about their republic that they willingly sacrificed their lives for it. Conditions in the later centuries of the empire caused citizens to lose their sense of patriotism. They became indifferent to the empire’s fate. Ancient Rome and Early Christianity 173
SECTION 4 PROGRAM RESOURCES
ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 s FROM Agricola; FROM THE Satyricon s 'UIDED 2EADING P s 'UIDED 2EADING P s 3KILLBUILDER 0RACTICE 3UMMARIZING P s "UILDING 6OCABULARY P INTEGRATED TECHNOLOGY Formal Assessment s 3KILLBUILDER 0RACTICE 3UMMARIZING P Student One Stop s 3ECTION 1UIZ P s 2ETEACHING !CTIVITY P Teacher One Stop Guided Reading Workbook s 0OWER 0RESENTATIONS ENGLISH LEARNERS s 3ECTION Electronic Library of Primary Sources In-Depth Resources in Spanish s FROM Agricola s 'UIDED 2EADING P GIFTED AND TALENTED STUDENTS s FROM THE Satyricon s 3KILLBUILDER 0RACTICE 3UMMARIZING P In-Depth Resources: Unit 2 Spanish/English Guided Reading Workbook s 0RIMARY 3OURCE $INNER WITH !TTILA THE (UN P s 3ECTION Teacher’s Edition 173 CHAPTER s 3ection 4 Emperors Attempt Reform Remarkably, Rome survived intact for another 200 years. This was due largely to reform-minded emperors and the empire’s division into two parts. Diocletian Reforms the Empire In A.D. 284, Diocletian, a strong-willed army Emperors Attempt Reform leader, became the new emperor. He ruled with an iron fist and severely limited personal freedoms. Nonetheless, he restored order to the empire and increased its Critical Thinking strength. Diocletian doubled the size of the Roman army and sought to control inflation by setting fixed prices for goods. To restore the prestige of the office of s 7HY DID THE EMPIRE CONTINUE TO emperor, he claimed descent from the ancient Roman gods and created elaborate fail despite Diocletian’s reforms and ceremonies to present himself in a godlike aura. effective rule? (Possible Answer: Too Diocletian believed that the empire had grown too large and too complex for one much depended on his iron-fisted ruler. In perhaps his most significant reform, he divided the empire into the Greek- rule; the empire’s problems had spread speaking East (Greece, Anatolia, Syria, and Egypt) and the Latin-speaking West too widely.) (Italy, Gaul, Britain, and Spain). He took the eastern half for himself and appointed s (OW DOES CONTROL OF "YZANTIUM OFFER a co-ruler for the West. While Diocletian shared authority, he kept overall control. His half of the empire, the East, included most of the empire’s great cities and trade trade and defensive advantage to centers and was far wealthier than the West. CULTURES ON THE "LACK 3EA (is the only Because of ill health, Diocletian retired in A.D. 305. However, his plans for orderly passage to the Mediterranean; can succession failed. Civil war broke out immediately. By 311, four rivals were compet- provide or deny sea access to cultures ing for power. Among them was an ambitious young commander named Constantine, on the Black Sea) the same Constantine who would later end the persecution of Christians. Constantine Moves the Capital Constantine gained control of the western part of the empire in A.D. 312 and continued many of the social and economic policies History from Visuals Multiple Causes: Fall of the Western Roman Empire Interpreting the Chart Contributing Factors Have students choose the factor from Political Social Economic Military each column that they believe had the s 0OLITICAL OFFICE SEEN AS s $ECLINE IN INTEREST IN s 0OOR HARVESTS s 4HREAT FROM NORTH ERN most impact. Ask them to explain and BURDEN NOT REWARD PUBLIC AFFAIRS s $ISRUPTION OF TRADE %UROPEAN TRIBES support their choices. s -ILITARY INTERFERENCE s ,OW CONFIDENCE IN s .O MORE WAR PLUNDER s ,OW FUNDS FOR DEFENSE IN POLITICS EMPIRE Extension Have students write a short s 'OLD AND SILVER DRAIN s 0ROBLEMS RECRUITING s #IVIL WAR AND UNREST s $ISLOYALTY LACK OF 2OMAN CITIZENS statement linking one factor to the s )NFLATION s $IVISION OF EMPIRE PATRIOTISM CORRUPTION RECRUITING OF NON Western Roman Empire’s decline. s #RUSHING TAX BURDEN 2OMANS s -OVING OF CAPITAL TO s #ONTRAST BETWEEN RICH s 7IDENING GAP BETWEEN RICH "YZANTIUM AND POOR s $ECLINE OF PATRIOT ISM AND POOR AND INCREAS INGLY s $ECLINE IN POPULATION AND LOYALTY AMONG SKILLBUILDER Answers IMPOVERISHED 7ESTERN DUE TO DISEASE AND SOLDIERS %MPIRE 1. Analyzing Issues a strong political FOOD SHORTAGE organization, finding new sources of grains and precious metals, social Immediate Cause reforms, a strong military )NVASION BY 'ERMANIC TRIBES AND BY (UNS 2. Analyzing Causes Possible Answer: Political—Civil war; Economic—Inflation and taxes; Military—Decline of patrio- FALL OF ROMAN EMPIRE tism and loyalty. Students should be able to defend their choices. SKILLBUILDER: Interpreting Charts 1. Analyzing Issues Could changes in any contributing factors have reversed the decline of the empire? Why or why not? 2. Analyzing Causes Which contributing factors—political, social, economic, or military—were the most significant in the fall of the Western Roman Empire?
174 Chapter 6
CONNECTIONS TO ECONOMICS
Economic Reforms Class Time 30 minutes To solve this problem, the emperors decreed that all people involved in Task Discussing ways to restore the economy growing, preparing, or transporting food and other vital items could not Purpose To understand the complexity of an economic system change their jobs for the rest of their lives. Also, their children had to fol- low in their father’s footsteps for life. Instructions Diocletian and Constantine tried unsuccessfully to restore the economy of Rome. Remind students that coins became worthless because Have students discuss the consequences of such a policy, particularly if the they contained less silver. Therefore, merchants wanted more coins for children have no talent or desire for doing their father’s work. What is the their goods. Prices rose and the value of money declined. Eventually the effect likely to be on their productivity? Ask students if they think such a money system collapsed, and people were allowed to pay their taxes in system could work today. goods and produce. The problem with collecting such taxes was getting enough of the right kind of goods from the people.
174 Chapter 6 © McDougal Littell Inc. All rights reserved. rights All Inc. Littell McDougal © 175 . 378, the Visigoths D . A (Possible (Possible Date (Possible (Possible The Huns kept raiding westward, destroying the Visigoths, Pushed off their land, the Visigoths the Visigoths, looked for a new home south of the Danube River. Thus began the massive movement of Germanic people that eventually destroyed the western half of the Roman Empire. In scored a victory against the Roman army and military reputation. shattered Rome’s as they went. Germanic peoples near the Rhine— forced to Burgundians, Frank, and Vandals—were war- move. Bundled in furs, some 15,000 Vandal riors and their families crossed the frozen Rhine River in the winter of 406. Meeting little resistance, they traveled west into the Roman province of Gaul. They raided the cities of Gaul as if they were population defenseless and easily subdued Gaul’s of about 20 million. Student One Clarifying; Summarizing ection 4 ection 6 SKILLBUILDER PRACTICE When you summarize, you restate information in your own words, including only the main ideas and key facts, not every detail. As you read the following passage about the Germanic invasions of Rome, note the main ideas and key facts. Then write a summary of the passage in the space provided. (See Skillbuilder Handbook) Teacher’s Edition Teacher’s Chapter 2, s 3 . any different groups took part in Rome’s Franks, destruction: Ostrogoths, Visigoths, 6 CHAPTER Unit Huns, who came from Though fearless fighters, the Germanic tribes Section 4 Answers Angles, Saxons, Burgundians, Lombards, and All these groups spoke Germanic lan- Vandals. guages. When Rome was still strong, the Germanic tribes generally respected the borders guarded by the Roman legions. These borders stretched across Europe from the Black Sea to the North Sea. For many years, the Danube River divided the Germanic tribes in the north from their Roman neighbors to the south. feared the Huns, a nomadic people from central Asia. When the Huns began to move west, they first attacked the Ostrogoths, the most easterly Germanic tribe. The terrified Ostrogoths fled westward and pressed against their old enemies, Write your summary of the passage here. Write 32 Name M In-Depth Resources: Unit 2 Anatolia, Syria, Egypt Anatolia, Syria, Central Asia was unable to field an army to stop the Germans from invading? Answer: couldn’t pay mercenaries, citizens were indifferent, commanders were fighting among themselves) the Huns make it stronger? Answer: Divided groups cannot orga- nize cohesive attacks and may spend time/energy on internal fighting.) Stop DVD-ROM Empire Crumbles Western The Critical Thinking s 7HY DO YOU THINK THE 7ESTERN %MPIRE CHAPTER from Visuals History the Map Interpreting first location Ask students to find the shown on the map near of the Vandals students follow the upper Rhine. Have to Carthage the routes of the Vandals and to Rome. SKILLBUILDER 1. Movement 2. Location in an interactive image is available This format online and on the s (OW DOES UNITING A FORCE SUCH AS 175
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A 7 0 4 Movement Location With Byzantium as With its In In an effort to flee from the Huns, the various Germanic pushed into people to flee from the Huns, the various In an effort Invasions into the Roman Empire, the Roman Empire, Invasions into GEOGRAPHY SKILLBUILDER: 1. 2. gathered on the northern borders of the empire and coexisted in relative peace withgathered on the northern in relative borders of the empire and coexisted 2OME !ROUND 4HE DECLINE OF THE 7ESTERN 2OMAN %MPIRE TOOK Western internal the separation of the problems, the result of worsening collapse was PLACE OVER MANY YE Eastern part,Empire from the wealthier and outside invasions. Germanic Invasions The Western Empire Crumbles Western The of Diocletian. In 324 Constantine also secured control of the East, thus restoring of Diocletian. In 324 Constantine also secured control the concept of a single ruler. #ONSTANTINE !FTER #ONSTANTINES DEATH THE EMPIRE WOULD AGAIN fall. would West the survive; East would Bosporus Strait, strategically located for trade and defense purposesBosporus on a crossroads Strait, strategically and East. West between empire. He moved the capital from Rome to the Greek city of Byzantium empire. He moved BIHs:!.sTSHEEsUHM IN WHAT IS NOW 4URKEY 4HE NEW CAPITAL STO Roman lands. (Romans called all invaders “barbarians,” a term used to that they “barbarians,” Roman lands. (Romans called all invaders REFER TO NON 2OMANS 4HEY KEPT MOVING THROUGH THE 2OMAN PROVIN CENTRAL !SIA THE (UNS MOVED INTO THE REGION AND BEGAN DESTROY took a new name— took a new from Rome to the east. Soon the new capital stood protected by massive walls and walls massive protected by capital stood from Rome to the east. Soon the new FILLED WITH IMPERIAL BUILDINGS MODELED AFTER THOSE IN 2OME 4HE Summarizing means restating a passage in 20 minutes 20 To practice the skill of summarizing To It was It Identifying main ideas for use in a summary Eastern Roman Empire Roman Empire Western Burgundians Franks Huns Ostrogoths Saxons, Angles, Jutes Vandals Visigoths Date of invasion Why did Why did OCEAN 0 1,000 Kilometers 0 500 Miles 409 40°N ATLANTIC Constantine choose Constantine choose the location of Byzantium for his new capital? Analyzing Motives- strategically located for trade and defense. A. Answer Clarifying Meaning Clarifying Meaning Purpose one’s own words to highlight only the main ideas and summa- facts (key dates, statistics, measurement). To rize the text under the heading “Constantine Moves the students should list the Capital” beginning on page 174, main ideas and facts of the passage, then restate them in one sentence or brief paragraph. following main ideas The should be included: Class Time Task Instructions SKILLBUILDER PRACTICE: CLA SKILLBUILDER CHAPTER s 3ection 4 Spain, and North Africa. The Western Empire was unable to field an army to stop them. In 410, hordes of Germans overran Rome itself and plundered it for three days. Attila the Hun Meanwhile, the Huns, who were More About . . . indirectly responsible for the Germanic assault on the empire, became a direct threat. In 444, they united The Germanic Tribes for the first time under a powerful chieftain named A German group called the Franks Attila !4sUHLsUH 7ITH HIS SOLDIERS !TTILA attacked Gaul and the northeastern terrorized both halves of the empire. In the East, his PART OF 3PAIN 4HE 3AXONS A TRIBE FROM armies attacked and plundered 70 cities. (They failed, Scandinavia, sailed into the British HOWEVER TO SCALE THE HIGH WALLS OF #ONSTANTINOPLE The Huns then swept into the West. In A.D. 452, #HANNEL RAIDING COASTAL VILLAGES 4HE Attila’s forces advanced against Rome, but bouts of Franks gave their name to France, famine and disease kept them from conquering the B. Possible WHILE THE 3AXONS BECAME PART OF city. Although the Huns were no longer a threat to Answer Students English history. the empire after Attila’s death in 453, the Germanic may note overall weakness of the In-Depth Resources: Unit 2 invasions continued. Western Empire made its fall likely. s 0RIMARY 3OURCE $INNER WITH !TTILA THE (UN An Empire No More The last Roman emperor, a P S This skull, still 14-year-old boy named Romulus Augustulus, was ousted by German forces in 476. retain ing its hair, After that, no emperor even pretended to rule Rome and its western provinces. Roman Hypothesizing shows a kind of power in the western half of the empire had disappeared. topknot in the Do you think hair that some The eastern half of the empire, which came to be called the Byzantine Empire, Rome would have Germanic peoples not only survived but flourished. It preserved the great heritage of Greek and fallen to invaders if the Huns had not wore to iden tify 2OMAN CULTURE FOR ANOTHER YEARS 3EE #HAPTER 4HE "YZANTINE EMPERORS themselves. moved into the ruled from Constantinople and saw themselves as heirs to the power of Augustus west? Explain. Caesar. The empire endured until 1453, when it fell to the Ottoman Turks. Even though Rome’s political power in the West ended, its cultural influence did not. Its ideas, customs, and institutions influenced the development of Western civilization—and still do so today. !33%33 SECTION 4 ASSESSMENT SECTION 4 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. #HALLENGE STUDENT PAIRS TO DEVELOP AND s inflation s mercenary s Diocletian s Constantinople s Attila list their own test questions on the sec- USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING TION (AVE GROUPS EXCHANGE AND TAKE 2. How did these problems 3. What were the main internal 6. DRAWING CONCLUSIONS How do you think the splitting each other’s tests. open the empire to causes of the empire’s decline? of the empire into two parts helped it survive for another invading peoples? 200 years? Formal Assessment 4. How did Diocletian succeed in preserving the empire? 7. IDENTIFYING PROBLEMS Which of Rome’s internal Causes Effects s 3ECTION 1UIZ P 5. Why did so many Germanic problems do you think were the most serious? Why? Inflation tribes begin invading the 8. ANALYZING ISSUES Why do you think the eastern half of Untrust- the empire survived? worthy Roman Empire? RETEACH army 9. WRITING ACTIVITY EMPIRE BUILDING Imagine you are 5SE THE CHART ON PAGE AND THE MAP Political a journalist in the Roman Empire. Write an editorial Instability in which you comment—favorably or unfavorably—on ON PAGE TO REVIEW THE FACTORS LEADING Constantine’s decision to move the capital of the empire. to the fall of the Western Roman Empire. In-Depth Resources: Unit 2 MULTIMEDIA ACTIVITY CREATING A TRAVEL BROCHURE s 2ETEACHING !CTIVITY P Use the Internet to gather information and create a travel brochure about modern- INTERNET KEYWORD day Constantinople, now known as Istanbul. Include an introductory paragraph Istanbul tourism about the city and any facts you think a traveler might want to know. 176 Chapter 6
ANSWERS
1. INFLATION P s MERCENARY P s $IOCLETIAN P s #ONSTANTINOPLE P s !TTILA P 2. Sample Answer: )NFLATION#OINS HAD LESS 5. to flee from the invading Huns 9. Rubric Editorials should value; Army—Mercenaries; Instability—Bad 6. Possible Answer: wealthier half included most s STATE THE FACTS OF THE MOVE economy, military turmoil. Weak leadership, of the great cities and trading centers; smaller s CLEARLY EXPRESS THE WRITERS OPINION economic hardship led to disarray and no area was easier to defend s CITE SUPPORTING REASONS unified army to defend the empire. 7. Possible Answer: citizens’ indifference to 3. economic weakness, military instability, and state affairs and empire’s plight; military MULTIMEDIA ACTIVITY citizens’ indifference upheaval, which weakened the once-mighty Rubric Travel brochures should 4. doubled military size, checked inflation, Roman army s GIVE BASIC FACTS IN AN INTRODUCTION restored the emperor’s prestige, and divided 8. Possible Answer: It held the empire’s s DESCRIBE THE CITY WITH VIVID DETAILS the empire into East and West for more centers of trade and wealth, and its capital s INCLUDE INTERESTING AND INVITING IMAGES efficient rule was well protected.
176 Chapter 6 Using Primary and Secondary Sources CHAPTER s 3ection 4
The Fall of the Roman Empire Different Perspectives Since the fifth century, historians and others have argued over the empire’s fall. They have attributed it to a variety of causes, coming both from within and outside the empire. The following excerpts are examples of the differing opinions. OBJECTIVE s 5NDERSTAND THAT THE FALL OF THE 2OMAN Empire can be examined from more A SECONDARY SOURCE B SECONDARY SOURCE C SECONDARY SOURCE than one perspective. Edward Gibbon Arther Ferrill Finley Hooper In the 1780s Gibbon published The In his book The Fall of the Roman In this passage from his Roman ).3425#4 History of the Decline and Fall of the Empire (1986), Arther Ferrill argues Realities (1967), Hooper argues Introduce the feature to students as a Roman Empire. In this passage, that the fall of Rome was a military against the idea of a “fall.” way to understand links between history Gibbon explains that a major cause of collapse. and the present. Have individual students the collapse was that the empire was The year was 476. For those who simply just too large. In fact the Roman Empire of the West demand to know the date Rome fell, read the source excerpts aloud, then did fall. Not every aspect of the life of that is it. Others will realize that the review and discuss what we can learn The decline of Rome was the natural Roman subjects was changed by that, fall of Rome was not an event but a from the fall of the Roman Empire. and inevitable effect of immoderate but the fall of Rome as a political entity process. Or, to put it another way, greatness. Prosperity ripened the was one of the major events of the there was no fall at all—ancient Roman Electronic Library of Primary Sources principle of decay; the causes of history of Western man. It will simply civilization simply became something s FROM THE Satyricon destruction multiplied with the extent not do to call that fall a myth or to else, which is called medieval. [It of conquest; and, as soon as time or ignore its historical significance merely evolved into another civilization, the accident had removed the artificial by focusing on those aspects of Roman civilization of the Middle Ages.] supports, the stupendous fabric life that survived the fall in one form or More About . . . yielded to the pressure of its own another. At the opening of the fifth weight. The story of its ruin is simple century a massive army, perhaps more and obvious; and instead of inquiring than 200,000 strong, stood at the Edward Gibbon why the Roman Empire was service of the Western emperor and his Edward Gibbon, one of the world’s most destroyed, we should rather be generals. The destruction of Roman famous historians, first thought of writing surprised that it had subsisted so long. military power in the fifth century was the obvious cause of the collapse of about the Roman Empire while visiting Roman government in the West. the city of Rome in 1764. He published the first of nine volumes of The Decline and Fall of the Roman Empire in 1776. The final three volumes were published D PRIMARY SOURCE in 1788. While some of Gibbon’s theories Jerome about what caused the decline of Rome This early Church leader did not were later proved wrong, his work served live to see the empire’s end, but he as a classic example of historical study. vividly describes his feelings after a major event in Rome’s decline—the attack and plunder of the city by 1. Compare the reasons for the fall Visigoths in 410. of Rome given in Sources A and B. How might they be considered similar? It is the end of the world . . . Words 2. What became of Rome according This feature is available in an interactive fail me. My sobs break in . . . The to Source C? Do you agree or format online and on the Student One city which took captive the whole disagree with that conclusion? world has itself been captured. Stop DVD-ROM. Students can view the 3. Source D is different from the other sources. How? image at a larger size and listen to audio 177 excerpts.
DOCUMENT-BASED QUESTIONS: ANSWERS
1. Edward Gibbon in Source A says that the decline of Rome happened 2. According to Finley Hooper in Source C, Rome didn’t actually fall, it because the empire was too large. As each conquest made the empire simply became something else. larger, it also became harder to govern and more likely to collapse. 3. Source D describes Jerome’s feelings about Rome being sacked. He does Arther Ferrill in Source B says that the fall of Rome happened because not seek an explanation for the fall of Rome, but rather conveys the the great Roman army had collapsed. Size makes the reasons similar. sense of loss he felt. This emotion is something that the causal analysis The empire was too large, and the destruction of the massive military led of the other three sources does not capture. to the collapse of the empire.
Teacher’s Edition 177 LESSON PLAN 5 OBJECTIVES s $ESCRIBE THE LEGACY OF THE Rome and the Roots of 'RECO 2OMAN CIVILIZATION s )DENTIFY 2OMAN ACHIEVEMENTS IN THE Western Civilization ARTS SCIENCES AND LAW FOCUS & MOTIVATE MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES POWER AND AUTHORITY 4HE %VIDENCE OF 2OMAN CULTURE IS s 'RECO 2OMAN s 6IRGIL 4ELL STUDENTS THAT TODAYS CULTURES HAVE 2OMANS DEVELOPED MANY IDEAS FOUND THROUGHOUT %UROPE AND CULTURE s 4ACITUS ADAPTED MANY FEATURES FROM ANCIENT AND INSTITUTIONS THAT BECAME .ORTH !MERICA AND IN !SIA s 0OMPEII s AQUEDUCT 'REEK AND 2OMAN CULTURES !SK WHAT FUNDAMENTAL TO 7ESTERN AND !FRICA CIVILIZATION CULTURES ARE BEING BLENDED INTO OUR MOD Romans borrowed and adapted cultural elements freely, Pictured Above: ERN SOCIETY (Possible Answer: The United SETTING THE STAGE especially from the Greek and Hellenistic cultures. However, the Romans created (L) Roman States is home to people from every part a great civilization in their own right, whose art and architecture, language and Amphitheater of the world.) literature, engineering, and law became its legacy to the world. of Pula: Arcades, (R) The Court INSTRUCT The Legacy of Greco-Roman Civilization of Theodora, Under the Roman Empire, hundreds of territories were knitted into a single state. 6th century The Legacy of Greco-Roman TAKING NOTES Each Roman province and city was governed in the same way. The Romans were Civilization Use the graphic organizer proud of their unique ability to rule, but they acknowledged Greek leadership in online to take notes on the fields of art, architecture, literature, and philosophy. the accomplishments of B.C. Critical Thinking Roman civilization. By the second century , Romans had conquered Greece and had come to s 7HAT DID (ORACE MEAN WHEN HE SAID greatly admire Greek culture. Educated Romans learned the Greek language. As Horace, a Roman poet, said, “Greece, once overcome, overcame her wild h'REECE ONCE OVERCOME OVERCAME conqueror.” The mixing of elements of Greek, Hellenistic, and Roman culture HER WILD CONQUERORv (Possible Answer: produced a new culture, called Greco-Roman culture. This is also often called After Rome conquered Greece, Romans classical civilization. adapted much of Greek culture.) Roman artists, philosophers, and writers did not merely copy their Greek and s (OW DOES 3TOICISM FIT WITH OTHER Hellenistic models. They adapted them for their own purposes and created a 2OMAN IDEALS (Romans valued style of their own. Roman art and literature came to convey the Roman ideals of strength and permanence which strength, permanence, and solidity. fit with Stoicism’s ideals of duty Roman Fine Arts Romans learned the art of sculpture from the Greeks. and endurance.) However, while the Greeks were known for the beauty and idealization of their sculpture, Roman sculptors created realistic portraits in stone. Much Roman art In-Depth Resources: Unit 2 was practical in purpose, intended for public education. s 'UIDED 2EADING P ALSO IN 3PANISH The reign of Augustus was a period of great artistic achievement. At that time the Romans further developed a type of sculpture called bas-relief. In bas-relief, or low-relief, images project from a flat background. Roman sculptors used bas-relief to tell stories and to represent crowds of people, soldiers in battle, and landscapes. Roman artists also were particularly skilled in creating mosaics. Mosaics were pictures or designs made by setting small pieces of stone, glass, or tile onto a surface. Most Roman villas, the country houses of the wealthy, had at least one colorful mosaic. (See the Social History feature on pages 166–167.) 178 Chapter 6
SECTION 5 PROGRAM RESOURCES
ALL STUDENTS STRUGGLING READERS s 3CIENCE 4ECHNOLOGY 2OMAN #ONSTRUCTION P In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 s 'UIDED 2EADING P s 'UIDED 2EADING P INTEGRATED TECHNOLOGY Formal Assessment s "UILDING 6OCABULARY P Student One Stop s 3ECTION 1UIZ P s 2ETEACHING !CTIVITY P Teacher One Stop Guided Reading Workbook s 0OWER 0RESENTATIONS ENGLISH LEARNERS s 3ECTION World Art and Cultures Transparencies In-Depth Resources in Spanish s !4 2OMAN PAINTING s 'UIDED 2EADING P GIFTED AND TALENTED STUDENTS s !4 4RAJANS #OLUMN Spanish/English Guided Reading Workbook In-Depth Resources: Unit 2 Critical Thinking Transparencies s 3ECTION s 0RIMARY 3OURCE 4HE %RUPTION OF 6ESUVIUS P s #4 ,ASTING #ONTRIBUTIONS OF 2OMAN 3OCIETY s #ONNECTIONS !CROSS 4IME AND #ULTURES (ELLENISTIC s #4 #HAPTER 6ISUAL 3UMMARY #ULTURE AND 2OMAN #ULTURE P 178 Chapter 6 In addition, Romans excelled at the art of painting. Most wealthy Romans had CHAPTER s 3ection 5 bright, large murals, called frescoes, painted directly on their walls. Few have survived. The best examples of Roman painting are found in the Roman town of Pompeii and date from as early as the second century B.C. In A.D. 79, nearby Mount Vesuvius erupted, covering Pompeii in a thick layer of ash and killing about 2,000 residents. The ash acted to preserve many buildings and works of art. More About . . . Learning and Literature Romans borrowed much of their philosophy from the Greeks. Stoicism, the philosophy of the Greek teacher Zeno, was especially The Aeneid influential. Stoicism encouraged virtue, duty, moderation, and endurance. Virgil’s Aeneid tells the exciting story of In literature, as in philosophy, the Romans found inspiration in the works of the Trojan prince Aeneas. While Homer their Greek neighbors. While often following Greek forms and models, Roman tells of the Greeks’ destruction of Troy, writers promoted their own themes and ideas. The poet Virgil spent ten years writ- Virgil begins his epic with the escape of ing the most famous work of Latin literature, the Aeneid IHs.%%sIHD THE EPIC OF Aeneas from the burning city. Aeneas is the legendary Aeneas. Virgil modeled the Aeneid, written in praise of Rome and the son of Venus, the goddess of love, Roman virtues, after the Greek epics of Homer. Here he speaks of government as being Rome’s most important contribution to civilization: and a mortal father. As Venus tries to protect Aeneas on his journeys, the rul- PRIMARY SOURCE ing goddess Juno, who hates the Trojans Romans, never forget that government is your medium! Be this your art:—to practice for insulting her, plots against him. After men in habit of peace, Generosity to the conquered, and firmness against aggressors. VIRGIL, Aeneid many adventures and narrow escapes, Aeneas arrives in Italy and founds a While Virgil’s writing carries all the weight and seriousness of the Roman kingdom that becomes Rome. character, the poet Ovid wrote light, witty poetry for enjoyment. In Amores, Ovid relates that he can only compose when he is in love: “When I was from Cupid’s In-Depth Resources: Unit 2 passions free, my Muse was mute and wrote no elegy.” s 0RIMARY 3OURCE 4HE %RUPTION OF 6ESUVIUS ,ETTER FROM 0LINY THE 9OUNGER P s #ONNECTIONS !CROSS 4IME AND #ULTURES (ELLENISTIC #ULTURE AND 2OMAN #ULTURE P The Epic While many know the epics of Virgil and the Greek poet Homer, other cultures Global Patterns throughout history have created their own narrative poems about heroic The Epic figures. India’s Mahabharata tells the story of a battle for control of a mighty Another well-known story is the Middle kingdom, while the Spanish epic El Cid Eastern epic Gilgamesh, which dates from celebrates a hero of the wars against the Moors. And while it is not a poem, long before the Roman Empire. Written The Lord of the Rings, the fantasy around 2000 b.c., the epic recounts a trilogy by English writer J.R.R. Tolkien, struggle between cruel king Gilgamesh is considered to contain many aspects of the epic. and the people’s champion Enkidu. Most epics follow a pattern derived The two fight, but then become friends. from the works of Homer. However, After Enkidu’s death, Gilgamesh goes on a the emergence of epics around the world was not so much the result of quest for the secret of everlasting life. The one writer but the common desire epic, like many others, features familiar among civilizations to promote their events, in this case a great flood like that values and ideals through stories. in the Hebrew Bible’s story of Noah. S Depictions of scenes from The Lord of the Rings (left), El Cid (top right), and Mahabharata (bottom right)
Ancient Rome and Early Christianity 179
Name Date
CHAPTER SCIENCE & TECHNOLOGY Roman Construction 6 Technology DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 5 The Colosseum was not the only example of Roman architectural genius. The Romans fashioned other buildings that were both monumental in size and con- tained new advances in structural engineering.
round A.D. 126, Emperor Hadrian sought to stream into the chamber and illuminate the 140 Ahonor the Roman gods by building a great tem- shiny bronze panels set into the ceiling. One histo- ple in their honor. He constructed the Pantheon, rian stated, “[The] opening. . . doubtlessly symbol- which comes from the Greek word pantheion, ized the all-seeing eye of heaven. The building is meaning place for all gods. It was actually built an exemplary statement of Hadrian’s world, ideated Guided Tour of Roman Architecture from a much smaller temple that had been erected and symbolized—earth, sky, cosmos, empire—with in 27 b.c. by Marcus Agrippa, the nephew of all the Greco-Roman gods looking benevolently on Emperor Augustus. The Pantheon is a marvel of Rome.” Roman engineering, and many of the techniques pioneered in its construction are still used today. Questions The front of the building includes three rows of Class Time 30 minutes Suggest sports arenas, government and commercial build- massive Corinthian columns. Each column weighs Determining Main Ideas 60 tons and is 41 feet high and five feet across. On 1. What was Hadrian’s purpose for building the top of these supports sits a huge triangular roof. Pantheon? The masterpiece of the building is one of the 2. What is the great architectural achievement of largest domes made of stone and concrete ever the Pantheon? ings, even homes. Students can use photocopies, Internet 3. Making Inferences What aspect of the built. It covers a circular chamber, or rotunda, that Task Creating a picture essay and guided tour of Roman Pantheon might give you the feeling that it was a is proportioned like a perfect sphere. The chamber is 142 feet across, and the top of the ceiling is 142 temple to honor the Roman gods? feet high. The dome is massive. It weighs over printouts, or their own artwork. After all the pictures have 5,000 tons and has walls 20 feet wide at the base architecture in a U.S. city that taper to five feet at the top. The dome was constructed by pouring increas- ingly smaller rings of concrete, one on top of another, into a series of wooden been assembled, students should arrange them by cat- molds. In the Middle Ages, a popu- Purpose To show links between Roman and lar story was told about how Hadrian schemed to have this tem- ple completed as fast as possible. egory (sports complexes, government buildings, etc.) and The story said that the Pantheon was built around a big mound of modern culture dirt, which gave the temple support during construction. Hadrian sup- posedly mixed gold coins in with write labels and captions that point out Roman influence. that soil in order to speed the workers through the final stage of building. In an attempt to find the Instructions Students will create a picture essay to show © McDougal Littell Inc. All rights reserved. money, the workers would quickly Illustration by Patrick Whelan. remove the earth from inside the temple. Shown above is the Pantheon. The opening in the roof is For more information about Roman architecture, use the Hadrian left a 29-foot wide round opening at the oculus, which floods the room with light. The cham- the influence of Roman architecture in Washington, D.C. the top. This opening, called an oculus, let sunlight ber was proportioned like a perfect circle. Science & Technology worksheet for Section 5. and in other parts of the United States. Divide students Ancient Rome and Early Christianity 45 into small groups. Then have students find pictures of In-Depth Resources: Unit 2 Roman buildings in Washington, D.C. and other U.S. cities.
Teacher’s Edition 179 CHAPTER s 3ection 5
Western Civilization DEMOCRACY Theoretically, 40,000 people Western civilization is generally seen as the heritage of ideas that spread s Analyzing Key Concepts could attend the Greek to Europe and America from ancient Greece and Rome. Some historians Assembly—in practice, observe, however, that Western civilization does not belong to any particular about 6,000 people OBJECTIVE place—that it is the result of cultures coming together, interacting, and attended. changing. Still, the legacy of Greece and Rome can be seen today. s In 1215, King John of s )DENTIFY THE INFLUENCE OF 'REEK AND The diagram below shows how ancient Greek and Roman ideas of England granted the Magna Carta, which largely government, philosophy, and literature can be traced across time. As Roman ideas on cultures over time. influenced subsequent with many cultural interactions, the links between the examples are not democratic thought. necessarily direct. Instead, the chart traces the evolution of an idea or s In the 1970s, there were 40 ).3425#4 theme over time. democratic governments Review democracy with students as a key worldwide. Influence of Greek and Roman Ideas s In 2002, over 120 to understanding how Greek and Roman established and emerging ideas have impacted modern Western Government Philosophy Literature democracies met to discuss civilization. Note that Rome’s representa- their common issues. tive government leaves its mark today on 509 B.C. 300s B.C. ABOUT 800 B.C. Rome developed a Aristotle developed his Homer wrote Current Forms of World the democratic governments of the world. form of representative philosophical theories. the Odyssey. Governments government. These governments all somehow involve Traditional Protectorates Monarchies (countries under the citizens in government decisions. Ask 5.2% protection of others) students to discuss why democratic ideals Limited 1% A.D. 1200s 19 B.C. Democracies have spread so dramatically. 400s B.C. Thomas Aquinas Virgil used the 8.3% Greece implemented attempted to prove Odyssey to guide a direct democracy. the existence of a his Aeneid. single god using Democracies Aristotelian ideas. 62%
More About . . . 1600s 1922 Authoritarian/ England became James Joyce patterned Totalitarian Regimes a constitutional 1781 his epic, Ulysses, after (often one-party states Views on Democracy or dictatorships) monarchy. Philosopher Immanuel Homer’s work. 23.4% Many have spoken eloquently on behalf Kant wrote that Aristotle’s theories on Source: adapted from Democracy's Century, of democracy: logic were still valid. Freedom House online (2003) s h4HE BASIS OF A DEMOCRATIC STATE IS 1776 2000 liberty.” —Aristotle The United States The Coen brothers’ s h'OVERNMENT OF THE PEOPLE BY THE declared indepen- film O Brother, Where dence from England Present Art Thou? brought people, for the people, still remains and began building Scholars still hold a very different adap- the sovereign definition of democracy.” the republican conferences focusing tation of the Odyssey democracy we know on questions Aristotle to the big screen. —Winston Churchill raised. s h$EMOCRACY IS THE RECURRENT SUSPICION 1. Hypothesizing Why do you think that more than half of the people are ancient Greek and Roman cultures right more than half of the time.” have had such a lasting influence on —E.B. White Western civilization? See Skillbuilder Handbook, page R15. RESEARCH WEB LINKS Go online for more on Western civilization. 2. Comparing and Contrasting From what you know of ancient Greece and Rome, what is another element of either culture that can still be seen today? Provide an example. 180 Chapter 6
CONNECT TO TODAY: ANSWERS
1. Hypothesizing 2. Comparing and Contrasting Possible Answer: The ability of subsequent cul- Possible Answer: Their architecture. Examples tures to adapt Greek and Roman institutions to might include elements such as the arch, dome, their own needs allowed the original cultural or column; or buildings such as Monticello, the traits to endure. White House; or one of the many monuments in Washington D.C.
180 Chapter 6 CHAPTER s 3ection 5
Tip for English Learners Point out cognates such as ancient, colossal, and romance. Their Latin roots show the common thread linking Spanish and English.
More About . . .
water Aqueducts The Romans also wrote excellent prose, especially history. Livy compiled a multivolume history of Rome from its origins to 9 B.C. He used legends freely, cre- Though other cultures had built aque-
ating more of a national myth of Rome than a true history. Tacitus 4!3sIHsTUHS S This Roman ducts before, the Romans were the first another Roman historian, is notable among ancient historians because he presented aqueduct in mod- to achieve such dramatic results. Begun the facts accurately. He also was concerned about the Romans’ lack of morality. In ern France has under water commissioner Marcus his Annals and Histories, he wrote about the good and bad of imperial Rome. survived the centu- ries. The cross Agrippa, a system of aqueducts was Here, Tacitus shows his disgust with the actions of the Emperor Nero, who many section indicates developed for Rome that ultimately consider to be one of Rome’s cruelest rulers. how the water moved with in the brought the city 85 million gallons of PRIMARY SOURCE aqueduct. water each day from mountain water While Nero was frequently visiting the show, even amid his pleasures there was no sources. Some 200 other cities in the cessation to his crimes. For during the very same period Torquatus Silanus was forced to empire also had aqueduct water systems. die, because over and above his illustrious rank as one of the Junian family he claimed to be the great grandson of Augustus. Accusers were ordered to charge him with prodigality In-Depth Resources: Unit 2 [wastefulness] in lavishing gifts, and with having no hope but in revolution. . . . Then s 3CIENCE 4ECHNOLOGY 2OMAN #ONSTRUCTION the most intimate of his freedmen were put in chains and torn from him, till, knowing the doom which impended, Torquatus divided the arteries in his arms. A speech from 4ECHNOLOGY P Nero followed, as usual, which stated that though he was guilty and with good reason distrusted his defense, he would have lived, had he awaited the clemency of the judge. TACITUS, Annals The Legacy of Rome
The Legacy of Rome Critical Thinking The presence of Rome is still felt daily in the languages, the institutions, and the s 7HY DOES ,ATIN CONTINUE TO BE thought of the Western world. taught in many schools? (Possible The Latin Language Latin, the language of the Romans, remained the language Answer: Since Latin is the basis of A. Answer More of learning in the West long after the fall of Rome. It was the official language of many words in modern European than half of the words in English the Roman Catholic Church into the 20th century. languages, knowing it helps people are rooted in Latin. Latin was adopted by different peoples and developed into French, Spanish, communicate globally.) Portuguese, Italian, and Romanian. These languages are called Romance languages s 7HY IS LAW CONSIDERED THE MOST Clarifying because of their common Roman heritage. Latin also influenced other languages. What impact For example, more than half the words in English have a basis in Latin. lasting of Roman contributions? did the Romans (Possible Answer: The principles of Master Builders Visitors from all over the empire marveled at the architecture have on our English */5&3"$5*7& law are less likely to change than language? of Rome. The arch, the dome, and concrete were combined to build spectacular )*4503: structures, such as the Colosseum. Explore the almost anything else.) Arches also supported bridges and aqueducts. Aqueducts were designed by marvels of World Art and Cultures Transparencies Roman engineers to bring water into cities and towns. When the water channel Roman engineering. s !4 2OMAN PAINTING spanned a river or ravine, the aqueduct was lifted high up on arches. s !4 4RAJANS #OLUMN Ancient Rome and Early Christianity 181
DIFFERENTIATING INSTRUCTION: STRUGGLING READERS
Identifying Characteristics of Roman Culture Class Time 15 minutes appropriate section of their web. Then ask them to think Task Creating a web chart to show the different about their own communities. What elements in their characteristics of Roman culture communities were influenced by Roman civilization? Have Purpose To understand the impact of Roman culture on them think about buildings such as sports stadiums, and today’s world laws such as people being considered innocent until proven guilty. Have students list and discuss these Have students create a web and list the different charac- present-day examples of Roman influence. teristics of Roman culture. Display and discuss transpar- ency CT6 from Critical Thinking Transparencies. Invite For help, have students use the Guided Reading Workbook students to list contributions from the transparency in the for Section 5.
Teacher’s Edition 181 CHAPTER s 3ection 5
Science & Technology The Colosseum The Colosseum was one of the greatest feats of Roman engineering and a model for the ages. The name comes from the Latin word colossus, meaning OBJECTIVE “gigantic.” Its construction was started by the Emperor Vespasian and was s 5NDERSTAND THE TECHNOLOGICAL completed by his sons, emperors Titus and Domitian. For centuries after its opening in A.D. 80, spectators, both rich and poor, cheered a variety of free, significance of the Colosseum. bloody spectacles—from gladiator fights to animal hunts. S The Colosseum in Rome as it appears today
exits—giant staircases that allowed the ).3425#4 building to be emptied in minutes RESEARCH WEB LINKS Go online for Introduce the Colosseum to students more on the Colosseum. as a vivid example of Roman ingenuity. Elevators and Discuss the difficulty of building such ramps led from the cells and a structure without modern power animal cages in EQUIPMENT OR TOOLS the Colosseum basement to trapdoors con- cealed in the arena floor. More About . . .
The Games The Roman crowds at the games always liked something new. For example, archers might be pitted against panthers. arena—central area Hunters brought tigers, elephants, and where spectacles other wild animals for the slaughter—so took place many that in some provinces species passageways—walkways that were wiped out. led to seats
velarium—a retractable canvas awn ing that shielded spectators from sun and rain
This feature is available in an interactive format online and on the Student One Facts About the Colosseum Stop DVD-ROM. s Built—a.d. 72–81 1. Comparing The Colosseum has s Capacity—45,000–50,000 been the model for sports stadiums s Materials—stone and concrete worldwide. How is the design of modern stadiums patterned after Size—157 feet high, 620 feet long More About . . . s that of the Colosseum? What are the s Arena—287 feet long, 180 feet wide similarities? The Invention of Concrete See Skillbuilder Handbook, page R7. The Romans invented concrete, an 2. Drawing Conclusions What do extraordinarily useful and versatile the kind of spectacles the Romans mixture of sand, gravel, and water. entrances—80 in all watched tell us about them as a people and about their leaders? The Romans poured or shaped it into 182 Chapter 6 many of the complex columns, arches, and forms found in their buildings. The diversity and beauty of these buildings, CONNECT TO TODAY: ANSWERS even as ruins, continue to amaze architects today. 1. Comparing 2. Drawing Conclusions Possible Answers: Modern stadiums are also Possible Answers: The Roman leaders tried to round and oval, and many have roofs to protect find ways to keep people distracted from their crowds from the elements. All stadiums have own problems so they wouldn’t rebel or cause several tiers of seats that allow thousands of trouble for the government. The Roman crowds people to look down on a level playing field. seemed to need more and more violent and Passageways, stairs, and entrances placed unusual spectacles to satisfy them. They didn’t around the stadium reduce congestion and seem to value human life very highly, especially direct the flow of human traffic to different not the lives of enslaved persons or foreigners. levels of seating.
182 Chapter 6 Because Roman architectural forms were so practical, they have remained CHAPTER s 3ection 5 popular. Thomas Jefferson began a Roman revival in the United States in the 18th century. Many large public buildings, such as the U.S. Capitol and numerous state capitols, include Roman features. Roman roads were also technological marvels. The army built a vast network of roads constructed of stone, concrete, and sand that connected Rome to all parts of More About . . . the empire. Many lasted into the Middle Ages; some are still used. Roman System of Law Rome’s most lasting and widespread contribution was its Roman Civil and Criminal Law law. Early Roman law dealt mostly with strengthening the rights of Roman citi- The body of Roman law began as civil zens. As the empire grew, however, the Romans came to believe that laws should law, or laws that chiefly dealt with the be fair and apply equally to all people, rich and poor. Slowly, judges began to rights of individual citizens. When a per- recognize certain standards of justice. These standards were influenced largely by son was murdered, for example, his or the teachings of Stoic philosophers and were based on common sense and practical her relatives sought satisfaction from the B. Answer It con- ideas. Some of the most important principles of Roman law were: sidered the person s !LL PERSONS HAD THE RIGHT TO EQUAL TREATMENT UNDER THE LAW courts under the provisions of civil law. innocent until s ! PERSON WAS CONSIDERED INNOCENT UNTIL PROVEN GUILTY The family of the murderer might have proven guilty and placed the burden s 4HE BURDEN OF PROOF RESTED WITH THE ACCUSER RATHER THAN THE ACCUSED to pay a sum of money to the family of of proof with the s ! PERSON SHOULD BE PUNISHED ONLY FOR ACTIONS NOT THOUGHTS the murdered person. In criminal law, accuser. s !NY LAW THAT SEEMED UNREASONABLE OR GROSSLY UNFAIR COULD BE SET ASIDE the government prosecutes and The principles of Roman law endured to form the basis of legal systems in punishes criminals and either imprisons Analyzing Issues many European countries and of places influenced by Europe, including the United How did States of America. or executes them. The Romans did not Roman law protect Rome’s Enduring Influence By preserving and adding to Greek civilization, Rome develop criminal law until late in the those accused of crimes? strengthened the Western cultural tradition. The world would be a very different place empire’s history. had Rome not existed. Historian R. H. Barrow has stated that Rome never fell because it turned into something even greater—an idea—and achieved immortality. As mighty as the Roman Empire had been, however, it was not the only great civilization of its time. Around the same period that Rome was developing its enduring culture, different but equally complex empires were emerging farther east. In India, the Mauryan and Gupta empires dominated the land, while the Han Empire ruled over China. !33%33 SECTION 5 ASSESSMENT SECTION 5 ASSESSMENT TERMS & NAMES 1. &OR EACH TERM OR NAME WRITE A SENTENCE EXPLAINING ITS SIGNIFICANCE s 'RECO 2OMAN CULTURE s 0OMPEII s 6IRGIL s 4ACITUS s AQUEDUCT Have students work individually to ANSWER THE QUESTIONS THEN REVIEW USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING answers with a partner. 2. 7HICH ACCOMPLISHMENT DO 3. 7HAT IS 'RECO 2OMAN CULTURE 6. DRAWING CONCLUSIONS 7HICH PRINCIPLE OF LAW DO YOU YOU CONSIDER MOST IMPORTANT 4. )N WHAT WAY DID 2OMAN ART THINK HAS BEEN 2OMES GREATEST CONTRIBUTION TO MODERN Formal Assessment 7HY LEGAL SYSTEMS DIFFER FROM 'REEK ART s 3ECTION 1UIZ P 5. 7HAT INFLUENCE DID ,ATIN HAVE 7. FORMING AND SUPPORTING OPINIONS $O YOU AGREE Fine Arts Literature ON THE DEVELOPMENT OF 7ESTERN WITH (ORACES CLAIM ON PAGE THAT WHEN IT CAME TO LANGUAGES CULTURE 'REECE IN ESSENCE CONQUERED 2OME %XPLAIN RETEACH 8. HYPOTHESIZING $ESCRIBE HOW THE WORLD MIGHT BE Law Engineering DIFFERENT IF 2OME HAD NOT EXISTED 5SE THE 6ISUAL 3UMMARY TO REVIEW THIS 9. WRITING ACTIVITY POWER AND AUTHORITY )MAGINE YOU section and chapter. ARE A HISTORIAN 7RITE AN expository essay DESCRIBING THE IMPORTANCE OF 2OMES LEGACY Critical Thinking Transparencies s #4 #HAPTER 6ISUAL 3UMMARY CONNECT TO TODAY PRESENTING A REPORT ,OCATE SEVERAL ,ATIN PHRASES STILL IN USE TODAY 5SE THE NECESSARY MATERIALS TO HELP TRANSLATE In-Depth Resources: Unit 2 THOSE PHRASES AND THEN EXPLAIN IN A BRIEF report THE MEANING AND INTENT OF THOSE PHRASES s 2ETEACHING !CTIVITY P
Ancient Rome and Early Christianity 183
ANSWERS
1. 'RECO 2OMAN CULTURE P s 0OMPEII P s 6IRGIL P s 4ACITUS P s AQUEDUCT P 2. Fine Arts—Sculpture, mosaics; Law—Fair laws Romanian; more than half of English words many Western countries and perhaps Greek APPLIED EQUALLY TO ALL PEOPLE ,ITERATURE6IRGIL have a basis in Latin. and Hellenistic culture would be lost. Ovid, Tacitus; Engineering—Arch, dome, 6. Possible Answers: EQUAL TREATMENT BEFORE 9. Rubric Essays should concrete. Possible Answers: laws and the law because it erases class differences; s BE CLEARLY WRITTEN AND FOCUS ON SUCH TOPICS AS engineering because of long-term effects. innocent until proven guilty because it arts, literature, engineering, and law. 3. the mixing of elements of Greek, Hellenistic, protects from punishment without conviction s BE BRIEF AND TO THE POINT and Roman cultures 7. Possible Answer: Greek influence can be seen CONNECT TO TODAY 4. The Greeks were known for beautiful but in Roman culture, such as art, philosophy, Rubric Reports should idealized sculpture; Roman sculptors created and literature. s STATE EACH PHRASES MEANING AND INTENT more realistic works. 8. Possible Answer: The make-up of language, s DISCUSS AT LEAST THREE ,ATIN PHRASES 5. It forms the basis for Western languages such law, and government would be different in s EXPLAIN HOW EACH PHRASE IS USED AS &RENCH 3PANISH 0ORTUGUESE )TALIAN AND Teacher’s Edition 183 CHAPTER 6 ASSESSMENT Chapter 6 Assessment
TERMS & NAMES TERMS & NAMES For each term below, briefly explain its connection to ancient Rome or the 1. republic, p. 156 5. Jesus, p. 168 Ancient Rome and rise of Christianity. 1. republic 5. Jesus 2. senate, p. 157 6. Paul, p. 170 Early Christianity 3. Julius Caesar, 7. Constantine, 2. senate 6. Constantine p. 161 p. 171 Early Rome 3. Julius Caesar 7. inflation
B.C. 4. Augustus 8. Greco-Roman culture 4. Augustus, p. 162 8. inflation, p. 173 1000 B.C. Latins enter region 900 753 B.C. Rome founded MAIN IDEAS Roman Republic The Roman Republic Section 1 (pages 155–159) MAIN IDEAS 9. Name the three main parts of government under the Roman republic. 509 B.C. Republic created 10. How did Rome treat different sections of its conquered territory? Answers will vary. 451 B.C. Twelve Tables written 405–265 B.C. Italy conquered The Roman Empire Section 2 (pages 160–167)
9. consuls, senate, and assembly B.C. 264–146 B.C. Punic Wars fought 11. How did Augustus change Roman government?
10. Rome made close neighbors full 600 44 B.C. Julius Caesar assassinated 12. How did Rome’s population fare during the golden age of the citizens; those farther away became Pax Romana? citizens but without the right to vote. The Rise of Christianity Section 3 (pages 168–172) Others became allies with a measure 13. How did the apostle Paul encourage the spread of Christianity? of independence. 14. Why did the Roman emperors persecute Christians? 11. Augustus became sole ruler of The Fall of the Roman Empire Section 4 (pages 173–177) an empire. B.C. 15. What was the most significant reform that the Emperor
300 Diocletian made? 12. Much of Rome’s population was 16. How did the Western Roman Empire fall? jobless. The government supported Rome and the Roots of Western Civilization the poor with food and entertain- Section 5 (pages 178–183) Roman Empire ment. Most people lived in crowded, 17. Why did so much of Roman culture have a Greek flavor? run-down tenement buildings. Rich 27 B.C. Empire and Pax 18. What aspects of Roman culture influenced future civilizations? Romana begin with 1 Romans lived extravagantly, spending reign of Augustus huge sums on houses, gardens, A.D. A.D. 29 Jesus crucified CRITICAL THINKING and banquets. A.D. 64 Christian persecution 1. USING YOUR NOTES begins 13. Paul traveled widely, preaching the In a diagram, compare the Roman republic only A.D. 79 Pompeii destroyed message of Jesus. He declared that Republic with the Roman Empire when A.D. 180 Pax Romana ends both were at the peak of their power. both Christianity welcomed anyone, Jew A.D. 253 Germanic tribes enter empire only or non-Jew. frontier regions 2. ANALYZING ISSUES 300 300 A.D. 285 Diocletian divides empire 14. They disobeyed Roman authority by RELIGIOUS AND ETHICAL SYSTEMS What type of person do you think became
A.D. into East and West refusing to worship Roman gods. a martyr? Consider the personal characteristics of individuals who refused A.D. 313 Christianity given to renounce their faith even in the face of death. 15. Diocletian divided the empire into recognition A.D. 324 Constantine reunites 3. EVALUATING DECISIONS AND COURSES OF ACTION eastern and western halves, each to empire POWER AND AUTHORITY What do you think of Diocletian’s decision to divide the Roman Empire into two parts? Was it wise? Consider Diocletian’s be governed by its own emperor. A.D. 370 Huns invade frontier possible motives and the results of his actions. 16. Over many years, Germanic and A.D. 380 Christianity made official religion 4. CLARIFYING other invaders overran the western 600 A.D. 395 Empire permanently split EMPIRE BUILDING Explain more fully what the historian R. H. Barrow half, which had been weakened by A.D. meant when he said on page 183 that Rome never really fell but instead A.D. 476 Last emperor deposed internal problems. achieved immortality. 17. Romans admired Greek art, architec- ture, literature, and philosophy, and 184 Chapter 6 merged them into their own culture. 18. European languages might sound dif- ferent. Legal systems might not place CRITICAL THINKING as much emphasis on personal rights. Answers will vary. ened the empire. The Western Empire became The Christian Church and Western 1. Republic only—Balanced government, popular more vulnerable to decay and invasion from out- architecture, literature, and philosophy representation. Both—Senate, strong military, side. As proof, they might point to the eventual might have evolved differently. expanding territory, rich landowners, landless fall of the Western Empire. Others may argue poor. Empire only—Powerful emperor, long that Diocletian’s decision was justified. It enabled distance trade, Christianity. the Eastern Empire to flourish after the Western 2. Possible Answer: Such individuals must have Empire had fallen. been courageous, faithful, and committed to die 4. Possible Answer: Barrow meant that while the for their beliefs. Roman Empire itself may have disappeared, 3. Possible Answer: Some students may feel the it lived on in its numerous cultural and decision was flawed because the division weak- political legacies.
184 Chapter 6 STANDARDS-BASED ASSESSMENT CHAPTER 6 ASSESSMENT
Use the quotation and your knowledge of world history to Use this scene answer questions 1 and 2. depicted on a Roman monument to answer question 3. 3. What aspect of STANDARDS-BASED ASSESSMENT Whereas the divine providence that guides our life has society does the displayed its zeal and benevolence by ordaining for our life image show the the most perfect good, bringing to us Augustus, whom it Romans celebrating? has filled with virtue for the benefit of mankind, employing 1. 4HE CORRECT ANSWER IS LETTER A. The A. education him as a saviour for us and our descendants, him who COMPLEMENTARY LANGUAGE THE AUTHOR B. commerce has put an end to wars and adorned peace; . . . and the uses signals his approval of Augustus. birthday of the god [Augustus] is the beginning of all the C. government good tidings brought by him to the world. D. military strength Letter B is incorrect. The author Decree from the Roman Province of Asia EMBRACES ALL THE POWER THAT !UGUSTUS holds. Letter C is incorrect. The author 1. Based on the passage, the author of the decree NEVER EXPLICITLY SUGGESTS THIS ,ETTER D A. greatly approved of the rule of Augustus. IS INCORRECT 4HE AUTHOR NEVER MAKES B. feared the amount of power Augustus had. MENTION OF THIS C. considered Augustus’s birthday a national holiday. 2. Letter B is correct. Augustus ruled D. thought Augustus should grant Asia its independence. DURING THIS PERIOD IN 2OMES HISTORY 2. During which period in Roman history was this passage most Letter A IS INCORRECT !UGUSTUSS RULE likely written? CAME AFTER THE 0UNIC 7ARS ,ETTER C is A. the Punic Wars For additional test practice, go online for: B. the Pax Romana s Diagnostic tests INCORRECT 4HIS EVENT CAME LONG BEFORE C. the founding of the republic s Strategies !UGUSTUS AND THE EMPIRE ,ETTER D is D. the fall of the Western Empire s Tutorials INCORRECT !UGUSTUSS RULE PRECEDED THIS EVENT BY CENTURIES 3. Letter D is correct. The people represented here are soldiers, MULTIMEDIA ACTIVITY CARRYING WEAPONS On page 154, you considered the qualities that made a Creating a Virtual Field Trip successful leader before knowing what the Romans thought Plan a two-week virtual trip through the Roman Empire. After about leadership. Now that you have read the chapter, selecting and researching the sites you’d like to visit, use the reevaluate your decision. What qualities were needed for Formal Assessment historical maps from this chapter and contemporary maps of Roman leaders to be effective? What qualities hindered their the region to determine your itinerary. Consider visiting the s #HAPTER TESTS &ORMS ! " AND # PP n success? How would you rate the overall leadership of the following places: Rome, Carthage, Pompeii, Hadrian’s Wall, the Roman Empire? Discuss your opinions in small groups. ExamView® Test Generator Appian Way, Bath, Lepcis Magna, Horace’s Villa, the Pont du Gard, and the Roman theater at Orange. You may want to on the Teacher One Stop include the following: s &ORM ! IN 3PANISH s maps of the Roman Empire FOCUS ON WRITING s pictures of the major sites on the field trip Study the information about Rome’s impact on the development s audio clips describing the sites or events that took of Western civilization in the Key Concepts feature on Western place there Civilization on page 180. Write an essay of several paragraphs s reasons each site is an important destination summarizing the empire’s impact on the Western world that developed after it. Provide the following: s HOW THE EMPIRE INFLUENCED LATER GOVERNMENTS s WHAT INFLUENCE THE EMPIRE HAD ON PHILOSOPHY s WHAT IMPACT THE EMPIRE HAD ON LITERATURE s WHY YOU THINK 2OMAN CULTURE HAS BEEN SO enduring
Ancient Rome and Early Christianity 185
FOCUS ON WRITING MULTIMEDIA ACTIVITY 3TUDENTS MAY MENTION WRITING AND SPEAKING Rubric %SSAYS SHOULD In a virtual field trip, students visit Web pages to SKILLS POLITICAL AND ADMINISTRATIVE KNOWLEDGE s BE CLEARLY WRITTEN see pictures and read about real places. AND GOOD JUDGMENT 0RIDE EXTRAVAGANCE AND s BE SUPPORTED BY EVIDENCE IN THE TEXT Rubric A virtual field trip should ARROGANCE HINDERED SUCCESS 3TUDENTS MIGHT s EXPRESS THE FEATURES MAIN IDEAS s SHOW PROFICIENCY IN THE USE OF TECHNOLOGY POINT OUT WEAK OR POOR LEADERS WHO LED TO s USE SEVERAL SOURCES OF INFORMATION THE END OF THE 2OMAN %MPIRE YET NOTE THAT s INCLUDE REASONS FOR VISITING EACH SITE 2OMAN LEADERS RAN A VAST EMPIRE FOR YEARS s INCLUDE HISTORICAL AND MODERN MAPS CREATING MANY INSTITUTIONS STILL IN USE
Teacher’s Edition 185 LESSON PLAN Lasting Achievements A classical age usually has two important characteristics: OBJECTIVES s 4HE SOCIETY REACHES A HIGH LEVEL OF CULTURAL ACHIEVEMENT WITH ADVANCES IN s %XAMINE THE CHARACTERISTICS THAT MAKE TECHNOLOGY AND SCIENCE AND THE CREATION OF IMPRESSIVE WORKS OF ART a classical society. s 4HE SOCIETY LEAVES A STRONG LEGACY FOR FUTURE AGES NOT ONLY IN THE REGION WHERE IT IS LOCATED BUT ALSO IN OTHER PARTS OF THE WORLD s #OMPARE THE CHARACTERISTICS AND )N THIS FEATURE YOU WILL STUDY SIMILARITIES AND DIFFERENCES AMONG FIVE CLASSICAL achievements of five classical societies. AGES THAT YOU LEARNED ABOUT IN 5NIT s %XAMINE THE LASTING EFFECT THESE societies have had around the world.
FOCUS & MOTIVATE T Greece To help students review the classical Pericles, shown at left, led the city-state of Athens during its golden age. The ages, write the names of the five societies ancient Greeks of Athens and other cities on the chalkboard. Ask students to recall created art, literature, philosophy, and everything they can about each of the political institutions that have influenced the world for thousands of years. societies and write those details next to the name of the society.
Greece INSTRUCT 750–300 B.C.
Critical Thinking Rome s 7HICH SOCIETYS GOVERNMENT 500 B.C.–A.D 476 STILL INFLUENCES MUCH OF THE WORLD 7HY might this be? (Possible Answers: Greece—art, literature, political institu- tions; Rome—language, architecture, Christianity) s "ASED ON THE MAP AND THE TIME LINE Olmec Han China 1200–400 B.C. 202 B.C.–A.D. 220 which two societies had the most influence on each other? (Possible T Answer: Rome seems to have grown Olmec Han China T out of Greece, thriving for centuries Some scholars theorize Liu Bang, shown at right, that the sculpture at seized control of China and after ancient Greece ended.) right shows the face of founded the Han Dynasty. an Olmec ruler. The He and his successors ruled Olmec people left no a vast empire, which saw written records. Even the growth and spread of so, their civilization Chinese culture. Even today, influenced the art, many Chinese call religion, architecture, themselves “the people of and political structure Han,” a tribute to the lasting of peoples who followed cultural impact of this them in Mesoamerica. period.
252 5NIT #OMPARING #ONTRASTING
DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Understanding Classical Ages Class Time 30 minutes students understand that legacy refers to the Task Analyzing societies influence these societies had on future ages. Purpose To understand the features of different Achievements Legacy classical societies Greece city-states art, literature, Organize students into groups of three or four. philosophy, Be sure that each team includes students at all political institutions reading levels. Ask the teams to make a chart like Olmec the one shown. For each classical society on the Han China chart, have them write down any examples of the achievements and legacy mentioned on pages Rome 252–257 and in Chapters 5, 6, 7, and 9. Make sure Gupta India 252 Unit 2 UNIT 2
More About . . .
The Rivals of Pericles Like any leader, Pericles had to deal with a number of political adversaries. Initially his main rival was Cimon, who was as conservative as Pericles was liberal. After Cimon died around 450, Thucydides was chosen to lead the conservative opposition. Some scholars believe that Thucydides was the author of a document known as The Constitution of Athens, which denounced liberal democracy as being unstable and relying dangerously on the whims of the masses. T Rome The emperor Augustus, whose statue is shown at left, ruled for about 40 years during Rome’s 200- year golden age. First a republic and then an empire, Rome controlled the Mediterranean region and a large part of Europe. Roman government, law, society, art, literature, and language still influence much of the world, as does the Christian religion Rome eventually adopted.
Gupta India A.D. 320–535
T Gupta India Chandragupta II, shown on this coin, was one of Comparing & Contrasting the rulers of India’s Gupta Empire. They oversaw an 1. Rome controlled the most territory. age of peace, prosperity, and artistic creativity. The Olmec controlled the least. 1. Which of these societies controlled During this time, The society that controlled the most the most territory? the least? Explain Hinduism and Buddhism how the size of a society’s territory territory probably influenced the most took full form in India and might affect its ability to leave a people and had a better chance to spread through trade to legacy. other regions. leave a legacy. 2. Which classical ages had religion as an important part of their legacy? 2. Rome, Gupta India, and the Olmec Why does religion have such an had religion as part of their legacy. impact on societies? Religious belief has a strong impact 253 because it helps people find meaning for their lives. RECOMMENDED RESOURCES
Books for the Teacher Books for the Student Holt McDougal Nextext. Eck, Werner. The Age of Augustus. Deborah Holt McDougal Nextext. Ancient Rome. Presents a
STORIES IN HISTORY balanced, yet intriguing Lucas Schneider, Trans. Oxford, Malden, MA: Ancient Greece. Stories AitG ANCIENT Blackwell Publishing, 2003. introduce the city-states GREECE look at this important
2000–300 B.C. period in history. Pool, Christopher. The Archaeology of the of Athens and Sparta and Olmec: An Early Complex Society in their role in the spread of Videos Mesoamerica. Cambridge, Cambridge UP, 2004. Greek culture. Ancient China. VHS and DVD. Films for the Humanities and Sciences,
Helen of Troy 1996. 800-257-5126. Classical Architecture. VHS and DVD. Films for the Humanities and Sciences, 2000. 800-257-5126. Teacher’s Edition 253 UNIT 2 UNIT 2 Comparing & Contrasting: Classical Ages Cultural Achievements Cultural Achievements These five classical ages had impressive cultural achievements. Their beliefs are still studied—and in some cases followed—today. Their art Critical Thinking and architecture are counted among the world’s treasures. Their advances in science and technology paved the way for later discoveries. s 7HY MIGHT THE (AN HAVE USED WOOD for their structures instead of stone? (Possible Answer: The Han may not Greece Rome Gupta India have had the necessary skills needed to cut and move stone for building pur- Beliefs s 4HE 'REEKS WORSHIPED MANY s 2OME ADOPTED MANY OF THE s (INDUISM BECAME A MORE GODS WHO BEHAVED IN VERY 'REEK GODS BUT USUALLY CHANGED PERSONAL RELIGION AND GAINED poses. Or, the Han may have chosen HUMAN WAYS AND ADDED TO THEM FOLLOWERS wood for artistic or aesthetic reasons.) s 0HILOSOPHERS USED REASON TO s ,ATER 2OME ADOPTED #HRISTIANITY s ! MORE POPULAR FORM OF s 7HAT ARE SOME ACHIEVEMENTS UNDERSTAND THE WORLD AND HELPED SPREAD IT "UDDHISM DEVELOPED AND SPREAD that might qualify twentieth-century Art s 3CULPTURE PORTRAYED IDEAL BEAUTY s 2OMANS MODELED SCULPTURE AFTER s 'UPTA STATUES WERE OF (INDU United States as a classical age? AND AT A LATER PERIOD MOVED TOWARD 'REEK STATUES AND DEVELOPED GODS AND THE "UDDHA SUCH AS (Possible Answer: Beliefs—Supports REALISMAS SHOWN BY THIS 2OMAN MORE REALISTIC SCULPTURE 4HEY THIS FIGURE COPY OF A LATER 'REEK STATUE ALSO MADE BEAUTIFUL MOSAICS many religions; Art—Huge producer of motion pictures; Science/Technology— Computers and the Internet; Architecture—Towering skyscrapers)
More About . . . Science and s 3CIENTISTS MADE ADVANCES IN s %NGINEERS DEVELOPED DOMES AND s 3CHOLARS MADE DISCOVERIES IN Greek and Roman Architecture Technology ASTRONOMY AND MATHEMATICS ARCHES AND BUILT SUPERB ROADS ASTRONOMY MATHEMATICS During the late 20s b.c., Roman AND MEDICINE architect Marcus Vitruvius Pollio wrote Architecture s 'REEK BUILDINGS SHOW BALANCE s 2OMAN ADVANCES INCLUDE DOMES s (INDU TEMPLES LIKE THIS TEMPLE his ten-volume treatise On Architecture. AND SYMMETRY COLUMNS AND AND ARCHES SUCH AS THOSE IN OF 6ISHNU AT $EOGARH BEGAN TO Dedicated to the emperor Augustus, PEDESTALS WERE OFTEN USED THE #OLOSSEUM HAVE PYRAMIDAL ROOFS On Architecture covered not only all forms of Greek and Roman architecture, but contained information on mathe- matics and civil engineering. The book survived after the fall of Rome, and was reissued in 1486. It was this printing that inspired the neoclassical architectural style of Europe and the United States for centuries.
254 Unit 2 Comparing & Contrasting
CONNECTIONS ACROSS TIME AND CULTURES Understanding Influence Class Time 45 minutes Have students present their charts to the class and Task Examining Greek and Roman mythology explain their findings. Ask students to explain the Purpose To explore Greek influence on similarities they find as well as the differences. Roman culture Greek version Roman version Have students use the library or the Internet to research Greek and Roman mythology. Tell Leader Zeus, Jove or Jupiter, students to pay particular attention in their of gods son of Cronus son of Saturn research to the connections between the Greek Goddess Aphrodite, Venus, mythological figures and their Roman counterparts. of love daughter of Zeus mother of Cupid When they have gathered enough information, ask students to create a chart that compares God Ares, Mars, father of several Greek and Roman figures. of war son of Zeus Romulus and Remus 254 Unit 2 UNIT 2
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“ . . . to the glory that was Greece Chinese Beliefs and the grandeur that was Rome” The people of Han China believed that all Edgar Allan Poe, from “To Helen” life depended on maintaining a balance between yin and yang, the two compli- Han China Olmec “The inhabitants [of the Gupta mentary forces of nature. Yin represents FEMALE DARK AND COLD WHILE YANG IS s 4HE (AN ADOPTED THE ETHICAL s 4HE /LMEC WORSHIPED A Empire] are rich and prosperous, SYSTEM OF #ONFUCIUS AS THE BASIS JAGUAR SPIRIT associated with male, light, and heat. FOR GOVERNMENT s 4HEY BUILT RELIGIOUS CENTERS and vie with one another in the All changes in life, including political WITH PYRAMIDS practice of benevolence and upheaval, were seen as effects of the righteousness.” struggle between these forces. s 4HE (AN MADE INTRICATE s 4HE /LMEC CARVED GIANT STONE Fa Xian, from The Travels of Fa Xian BRONZES LIKE THIS FIGURE OF A HEADS AND SMALL FIGURINES LIKE SKILLBUILDER Answers GALLOPING HORSE THIS CEREMONIAL OBJECT 1. Drawing Conclusions 4HE 'REEK boxer, the Roman mosaic, and the Han horse are not religious subjects. The Buddha is a religious subject. The Olmec ceremonial object may have had a religious purpose. 2. Contrasting 5NLIKE THE OTHER SOCIETIES Han China had an ethical system rather than a religion or belief in gods. s 4HE (AN INVENTED PAPER VARIOUS s 4HE /LMEC MOVED HEAVY STONE FARMING TOOLS AND WATERMILLS FOR MONUMENTS WITHOUT USE OF THE WHEEL
s (AN BUILDINGS WERE WOODEN s 4HIS STEP PYRAMID AT THE :APOTEC AND NONE SURVIVE 4HIS CERAMIC SITE IN -ONTE !LBÉN REFLECTS MODEL OF A THREE STORY WOODEN /LMEC ARCHITECTURAL INFLUENCE TOWER SHOWS (AN STYLES
Comparing & Contrasting 1. 'REECE AND 'UPTA )NDIA MADE advances in science and mathe- 1. Which of the societies seemed to be matics; the Olmec, Rome, and the more interested in mathematical and Han seemed to focus on practical SKILLBUILDER: Interpreting Charts scientific theories? Which seemed to 1. Drawing Conclusions Which of the art pieces shown here are religious be more interested in practical inventions and technology. in subject and which are not? technology? 2. Monumental buildings gave these 2. Contrasting How were the beliefs of Han China different from the other 2. What functions did monumental societies that had classical ages? societies places to worship and to buildings fill for these societies? Explain whether the functions were have large public gatherings. Therefore, similar or different. 255 they helped unify the society.
DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Writing About the Classical Ages Class Time 45 minutes For example, students’ writing could Task Writing prose or poetry inspired by s MAKE COMPARISONS TO ARCHITECTURE EXAMPLE the classical ages more magnificent than the Roman Colosseum) Purpose To connect with ancient cultures s REFERENCE SPECIFIC ACHIEVEMENTS OF A SOCIETY Read Edgar Allan Poe’s poem “To Helen” to the EXAMPLE AS SKILLED AS A 'UPTA )NDIAN DOCTOR class, pointing out his allusion to ancient Greece and s MAKE ALLUSIONS TO BELIEFS EXAMPLE COULD RULE Rome. Discuss with the class how this reference over Mount Olympus) affects their understanding of the poem. Have Have students read their finished pieces to the class. students write a short piece that in some way The class can then point out the classical references references one or two of the five classical ages in the pieces and their meanings. covered in Unit 2. Students may write poetry, a descriptive paragraph, or even a love letter. Teacher’s Edition 255 UNIT 2 UNIT 2 Comparing & Contrasting: Classical Ages Legacy of Classical Ages Legacy of Classical Ages The societies of the classical ages lasted for many centuries. In the end, though, they faded from the world scene. Still, some of their Critical Thinking achievements have had an enduring impact on later societies. s 7HY WOULD A SOCIETYS ARCHITECTURE Architecture AND RELIGION BE PARTICULARLY INFLUENTIAL The Smolny Institute (below left) built in the early 1800s in St. Petersburg, centuries later? (Physical remnants of Russia, reflects Greek and Roman architectural ideas. A modern hotel in ancient architecture survive through the South Africa (below right) recalls Olmec style. ages for people to study. Religion deeply affects peoples’ lives and is passed through the generations.) s (OW MIGHT RELIGION AND GOVERNMENT BE SEEN AS HAVING SIMILAR INFLUENCES ON A SOCIETY (Possible Answer: Religion and government both often deal with soci- eties’ ideals. In some societies, like Han China, government and religion are influenced by the same philosophy.)
DOCUMENT-BASED QUESTION Architecture Compare these buildings to the Greek, Roman, and Olmec structures on pages 254–255. What similarities do you see? Answer to Document-Based Question 4HE 3MOLNY )NSTITUTE USES COLUMNS AND A Religion TRIANGULAR PEDIMENT LIKE 'REEK BUILDINGS Buddhism and Roman Catholicism are still widely practiced today, with AND ARCHES LIKE 2OMAN BUILDINGS 4HE millions of followers in countries far from the lands where the religions 3OUTH !FRICAN HOTEL IS A STEP PYRAMID originated. The Buddhist monks (below left) are praying in Seoul, South SUCH AS THE /LMEC BUILT Korea. Pope John Paul II (below right), former head of the Catholic Church, greets nuns and other believers who visit Rome from around the world.
Religion Answer to Document-Based Question "OTH 2OME AND 'UPTA )NDIA SPREAD THEIR RELIGIOUS BELIEFS TO OTHER LANDS WHERE THEY ARE STILL PRACTICED TODAY
DOCUMENT-BASED QUESTION What similarity do you see in the religious legacies of Rome and Gupta India?
256 Unit 2 Comparing & Contrasting
DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Analyzing Text Class Time MINUTES s ! DEMOCRACY CONCENTRATES ON THE MANY AND Task !NALYZING THE &UNERAL /RATION NOT THE FEW Purpose 4O UNDERSTAND THE ADVANTAGES OF s 4HE LAWS PROMISE EQUAL JUSTICE FOR EVERYONE DEMOCRACY ACCORDING TO 0ERICLES s 0EOPLE REACH SOCIAL POSITIONS BASED ON (AVE STUDENTS WORK IN SMALL GROUPS TO FIGURE THEIR ABILITIES OUT THE MEANING OF EACH POINT 0ERICLES MAKES s 0OVERTY AND CLASS DO NOT AFFECT A IN THE &UNERAL /RATION EXCERPT ON PAGE 3INCE PERSONS ABILITIES THE EXCERPT IS MOSTLY ONE LONG SENTENCE HAVE THE (ELP STUDENTS TO UNDERSTAND THE DIFFICULT PHRASING GROUPS PICK OUT EACH IDEA AND REWRITE IT AS A OF THE EXCERPT (AVE THE GROUPS CONTINUE UNTIL SEPARATE SENTENCE THEY HAVE EXTRACTED EACH MAJOR IDEA -AKE SURE &OR EXAMPLE STUDENTS MIGHT WRITE that students understand that merit REFERS TO A 256 Unit 2 PERSONS ABILITY UNIT 2
Go online to listen to selected audio excerpts. Government The classical ages studied in Unit 2 laid foundations for government PRIMARY SOURCE that influenced later times—even today. Read about three examples of their contributions. Pericles Answer to Document-Based Question !THENS VALUED THE MANY OVER THE FEW AND MERIT OVER CLASS OR WEALTH Pericles Henry C. Boren SECONDARY SOURCE In a famous speech known as the Funeral Oration, the Athenian In this excerpt from his book Roman leader Pericles described the advantages of democracy. Society, historian Henry C. Boren Henry C. Boren discusses the permanent legacy of Answer to Document-Based Question [Our government] favors the many instead of the few; this is why it Roman law. is called a democracy. If we look to the laws, they afford equal )T HAS SHAPED LEGAL CODES OF WESTERN justice to all; . . . if no social standing, advancement in public life The most imitated and studied code of %UROPE 3OUTH !FRICA *APAN AND MOST falls to reputation for capacity [ability], class considerations not being law in history is the formulation by a allowed to interfere with merit; nor again does poverty bar the way, group of lawyers . . . under the eastern %NGLISH SPEAKING NATIONS if a man is able to serve the state, he is not hindered by the Roman emperor Justinian. . . . This obscurity of his condition. code served as a model for many of SECONDARY SOURCE the nations of western Europe in the DOCUMENT-BASED QUESTION modern age and also for South Africa, Rhoads Murphey According to Pericles, what values did Athens stand for? Japan, and portions of Canada and the Answer to Document-Based Question United States. Indirectly the principles of the Roman law, though perhaps 4HE IDEA OF POWER COMBINED WITH SERVICE not the procedures, have also strongly STILL INFLUENCES #HINA affected the development of the Anglo-Saxon common law, which is the basis of the legal systems in Rhoads Murphey most English-speaking nations. In this passage from A History of Asia, historian Rhoads DOCUMENT-BASED QUESTION 4HE PRIMARY SOURCES ON THIS PAGE ARE Murphey examines the lasting impact of the government of According to this historian, how has AVAILABLE IN AN INTERACTIVE FORMAT ONLINE Han China. Roman law affected the world? and on the Student One Stop Confucianism was more firmly established as the official orthodoxy and state ideology, and the famous Chinese imperial civil service system recruited men of talent, schooled in classical Confucian learning, to hold office through competitive examination regardless of their birth. . . . In Comparing & Contrasting China, the original Han ideal endured through the rise and fall of successive dynasties and, 1. 'OVERNMENT POSITIONS WERE OPEN with all its imperfections, built a long and 1. How did the idea of merit play a part in the governments of TO PEOPLE WITH TALENT AND EDUCATION proud tradition of power combined with both Athens and Han China? RATHER THAN ONLY MEMBERS OF A service that is still very much alive in China. 2. How is the U.S. government similar to each of the governments CERTAIN CLASS described in the excerpts? DOCUMENT-BASED QUESTION 2. The United States teaches that people 3. What were some of the different forces that spread the ideas of What qualities of Han government still CAN RISE THROUGH MERIT AS IN !THENS influence China today? these classical ages to many regions of the world? EXTENSION ACTIVITY AND #HINA HAS A WRITTEN LEGAL CODE AS Another Mesoamerican society that had a classical age was the 2OME DID CLAIMS THE IDEALS OF hEQUAL Maya, which you will study in Chapter 16. Read about the Classic Age of the Maya either in this textbook or an JUSTICEv AND FAVORING THE MANY INSTEAD encyclopedia. Then create a chart or a poster listing Maya OF THE FEW AS !THENS DID HAS A CIVIL beliefs and their achievements in the arts, science, technology, SERVICE SYSTEM BASED ON EXAMINATION and architecture. AS (AN #HINA DID 257 3. Possible Answer: TRADE CONQUEST MISSIONARY ACTIVITY AND WRITTEN RECORDS EXTENSION ACTIVITY
Rubric Students’ charts or posters should list: s "ELIEFS MANY GODS HUMAN SACRIFICE s !RTS GOLD AND JADE ARTIFACTS MASKS STONE CARVING s 3CIENCE AND TECHNOLOGY TERRACE AGRICULTURE CALENDAR GLYPH WRITING SYSTEM CONCEPT OF ZERO NUMBER SYSTEM s !RCHITECTURE PYRAMIDS TEMPLES PALACES CITIES
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