Shelby County Schools Extended Learning Guide Social Studies 6Th

Shelby County Schools Extended Learning Guide

Social Studies 6th Grade Social Studies Sixth Grade Lesson 1:

Review of Standard 6.53: Describe the government of the Roman Republic, including: branches of government, checks and balances, civic participation, representative democracy, the rule of law and the twelve tables.

Background: The Roman Republic had three main branches of government: the executive branch, legislative branch, and judicial branch. In the U.S. government, the executive branch enforces laws, the legislative branch makes the laws, and the judicial branch interprets the laws. No one branch has too much power and each branch has ways of limiting the power of the other branches. This is called ‘checks and balances’, power is balance between the branches by the checks they can keep on each other. Read the excerpts below on the Roman Republic and answer the questions on

Excerpts from “Roman Government”:

The Consuls: Instead of a king… the new government chose consuls, two in number. These individuals were not elected by the populace but appointed by the popular assembly… Each consul served a one-year, non- consecutive, term, although he could serve a second or third term later. As both political and military heads of state, consuls possessed supreme executive power, commanding the army, presiding over the Senate, and proposing legislation; however, as a safeguard each consul had the ability to veto the other’s decision… At the end of their one-year term, they were held accountable to the popular assembly for any decisions made or actions taken… Initially, while the position of consul was open only to patricians, plebeians became eligible in 367 BCE and by 342 BCE legislation dictated that one of the two consuls had to be a plebeian.

1) How many consuls served at once?

2) How were consuls chosen?

3) What governmental responsibilities did consuls have?

4) Are the consuls part of the executive, legislative, or judicial branch of government? Choose a branch and explain your answer using evidence from the text.

5) How were consuls able to ‘check’ or balance the power of other branches in the Roman government?

The Senate and assemblies: Unlike later parliamentary bodies, the Roman Senate had little if any legislative authority, for that power wrested in the hands of the popular assemblies… And, while it had no legal power, it still held significant influence, serving as an advisory body to the consuls and later emperors… Senators not only discussed both domestic and foreign policy but supervised relations with foreign powers. They directed the religious life of Rome, and most importantly, controlled state finances.

Instead of authority lying in the Senate, power to pass laws was given to a number of popular assemblies … [One of the assemblies] duties included electing various magistrates (consuls, praetors, and censors), enacting laws, declaring war and peace… During the time of the Republic, these various assemblies were the voice of the citizens of Rome, and although not fully democratic in the modern definition of the word, they allowed at least some portion of the Roman citizenry to be heard. Their essential role in Roman government was crucial enough that the army inscribed on their military standards the letters SPQR - Senatus Populusque Romanus or Senate and Roman people.

6) What governmental responsibilities did the Senate have?

7) What governmental responsibilities did the Assemblies have?

8) Are the senate and assembles part of the executive, legislative, or judicial branch of government? Choose a branch and explain your answer using evidence from the text.

9) How were the senate and assemblies able to ‘check’ or balance the power of other branches in the Roman government? *Students may want to refer back to the reading on the consuls to assist with this answer.

The Tribunes and Rule of Law: …plebeians could elect tribunes who, like consuls, served for one year. Their primary function was to safeguard plebeian rights against patrician abuse. Their duties were in many ways similar to that of the consuls; however, they could veto any magistrate decision as it related to the plebeians. Later, to further protect the rights of the plebeians, the Twelve Tables also called the Ten plus the Two was enacted as the first record of Roman law - there had never been a written constitution in Rome. By the 4th century BCE all citizens had the right of provocatio populum - the right to appeal the decision of a magistrate, and by 287 BCE the Lex Hotensia stated that laws passed by the Concilium Plebis were binding to all people,

even patricians. Source: Excerpts from Wasson, Donald L. "Roman Government." Ancient History Encyclopedia. Ancient History Encyclopedia, 29 Nov 2015. Web. 30 Mar 2020. Licensed CC A-NC-SA. Available at: https://www.ancient.eu/Roman_Government/

10) What were the governmental responsibilities of tribunes?

11) What was the Twelve Tables?

12) Blast from the past: How are the Twelve Tables similar to and different from Hammurabi’s Code?

13) Are the tribunes and magistrates part of the executive, legislative, or judicial branch of government? Choose a branch and explain your answer using evidence from the text.

14) How were tribunes and magistrates able to ‘check’ or balance the social power of patricians?

15) Summarize the information from the readings into a paragraph describing the branches of government in the Roman Republic and how these branches were able to ‘check and balance’ the power of each other.

Social Studies Sixth Grade Lesson 2:

Review Standard 6.54: Describe the class system of ancient Rome, including the role of patricians, plebeians, and slaves in Roman society.

Background: Rome was divided into two main social groups, patricians and plebeians. Patricians were wealthy landowners, while plebeians were workers who often lived on patrician land. Patricians tended to have more political power and rights than plebeians, although this situation shifted as laws in Ancient Rome changed. Prisoners of war and their descendants were commonly enslaved and the labor of enslaved peoples was common in all areas of Roman life.

Excerpt on Social Classes of Rome:

[W]hen the Etruscan king was finally ousted in 509 BCE, the aristocratic families of the city [of Rome] - the patricians - seized control of the government and created a republic, but a republic in name only. The noble patricians considered themselves privileged and better capable of ruling; certain people were born to lead and others were destined to follow. The majority of the citizens, the plebeians, were denied any part in how, or by whom, they were ruled.

During the rule of the Etruscan kings, the patricians (the word comes from the Latin patres meaning “fathers”) owned most of the land, and while there were many wealthy plebeians (a word meaning “the many”), a handful of patrician families rose to become advisors and warlords to the king, although some historians argue that even the king may not have always been a patrician. For decades to come, all patrician families could trace their ancestry to these original clans. Among these were the Claudii, the Julii or the Cornelii. This natural born right, the right to govern, became hereditary and thereby allowed the patricians to distinguish themselves from those they considered a lower class. With the [start] of the republic, the patricians sought to maintain this hold on governmental power.

1) Which social class had the most power when Rome first became a Republic? Why?

2) Which social class had the least power when Rome first became a Republic? Why?

This new government was truly unique and, in all appearances, representative. There was a centuriate assembly or Comitia Centuriate, a Senate, and two co-consuls. The latter were elected by the assembly for a one-year term but had the power of a king. All of this was open only to the patricians and only concerned their welfare. This extreme authority allowed them to sustain both their economic and political status, but this was not the only method used to suppress the plebeians. Another way was through the priesthood - something they would control for years to come. Religion had always been an integral part of a Roman citizen’s life, and one method of suppressing any possible rebellion among the plebeians was for the patricians to maintain their role as the

“gatekeepers to the gods.” The patricians simply claimed to have special knowledge of the gods and therefore served as custodians of religious law with authority to punish offenders.

3) The author states, “This new government was truly unique and, in all appearances, representative.” How was the Roman Republic during this time not representative?

4) In your own words, explain two ways patricians were able to use their role in government to maintain more power than plebeians.

Unfortunately for the patricians, this dominance would and could not last. There had always been little, if any, relationship between the two classes - by law they were even forbidden to intermarry. The patricians gradually began to lose control when many of the more wealthy plebeians wished to secure some voice in the government, threatening, more than once, to leave Rome. As the majority of the Roman citizenry, the plebeians were a diverse group. They were the urban poor, wealthy farmers, tradesmen, as well as the core of the Republican army. The [lowly] positions of tradesman or craftsman were never considered a job for a patrician; he believed he was better suited for leadership positions in politics, law, or the army. However, the patricians realized they needed the plebeians more than the plebeians need them and decided to relinquish some, but not all, authority. Unfortunately, this battle between the two classes would continue for decades to come.

5) How did the plebeians try and get more political power?

6) Why would the patricians need the plebeians more than the plebeians need the patricians?

This threat to abandon the city eventually brought about a compromise: The Conflict or Struggle of Orders, an agreement between the two classes that allowed the plebeians to have a voice in government. The Concilium Plebis or Council of the Plebs, a legislative assembly that would make laws relative to the concerns of the plebeians, was created in 494 BCE. Over two centuries later, in 287 BCE, the Lex Hortensia was passed, making all laws enacted by the plebeian assembly binding to all citizens, patricians included. Initially, two officials or tribunes were elected by the Council to act on behalf of the plebeians, but this number was later increased to ten. However, the creation of the Council was not enough. Without any law code in place, the plebeians feared possible abuses by the patricians, so a series of laws, the Twelve Tables, was enacted in 450 BCE. These laws proved to be the foundation for Roman justice; one law that remained, and was later discarded, was the prohibition against intermarriage between the two classes. Gradually, as time passed, laws

were relaxed, allowing plebeians to become consuls, the first one elected in 367 BCE. Source: Wasson, D. L. (2014, July 11). Patrician. Ancient History Encyclopedia. Licensed under CC-A-NC-SA. Retrieved from https://www.ancient.eu/Patrician/

7) What were three agreements or changes to law that were made to create more balance between patrician and plebeians? Name and explain each one.

8) How was a plebeian becoming consul a sign of a big change in Roman attitudes towards the social classes?

9) Fill in each of the graphic organizers, creating one for patricians and one for plebeians.

Social Studies Sixth Grade Lesson 3:

Review Standard 6.55: Describe the characteristics of Julius Caesar’s rule, including: Leadership in the military, popularity amongst plebeians, role as dictator for life, assassination.

Instructions: Read the text on Julius Caesar and fill in the graphic organizer below, writing evidence about Caesar’s legacy with regard to each of the topics. After filling in the graphic organizer, create a postcard from the perspective of a traveler to Ancient Rome at a particular moment in Julius Caesar’s rule. The postcard should include at least one paragraph on one side and a drawing on the other. Be sure to identify at which moment in Caesar’s reign the traveler is writing from and highlight the cultural, economic, geographic, and political impacts of that moment.

MILITARY LEADERSHIP POPULARITY AMONGST PLEBEIANS

ROLE AS DICTATOR FOR LIFE ASSASSINATION

Julius Caesar: Gaius Julius Caesar was born 12 July 100 BCE (though some cite 102 as his birth year). His father, also Gaius Julius Caesar, was a Praetor who governed the province of Asia and his mother, Aurelia Cotta, was of noble birth. Both held to the Populare ideology of Rome which favored democratization of government and more rights for the lower class as opposed to the Optimate factions’ claim of the superiority of the nobility and traditional Roman values which favored the upper classes… The concept of appealing to the people for support, rather than seeking approval from the Roman Senate or the other Patricians, would work well for Caesar later in life.

Youth & Military Service: …Caesar joined the army. He proved himself an effective soldier, even being awarded the civic crown for saving a life in battle, and was promoted to the staff of the military legate to Bithynia to secure a fleet of ships. In this, as in his time as a soldier, Caesar was successful and… he decided to return to Rome and try his luck as an orator (a modern-day lawyer). In this, too, he proved a success and became well known as an eloquent speaker.

….Caesar was elected military tribune... In Spain, Caesar defeated the warring rival tribes, brought stability to the region, and won the personal allegiance of his troops through his skill on the battlefield. He was awarded a consulship by the senate. Returning to Rome with high honors, Caesar entered into a business/political agreement with Pompey and Crassus, in 60 BCE, dubbed The First Triumvirate by modern scholars and historians (though no one in ancient Rome used that term)… The three men together then effectively ruled Rome, Caesar as consul, by pushing through measures favored by Pompey or Crassus in the senate. Caesar proposed legislation for reform of government… and a redistribution of land to the poor...

Caesar's Conquest of Gaul: Recognizing the wealth to be gained through conquest, Caesar left Rome with his legions and went to Gaul in 58 BCE. He defeated the tribes there just as he had done in Spain and secured the borders of the provinces. When the Germanic tribes seemed threatening to invade, Caesar built a bridge over the Rhine River, marched his legions across in a show of force, then marched them back and had the bridge dismantled. The Germans understood the message and never invaded. He defeated the tribes of the north and twice invaded Britain (Rome’s first incursion into the British isles). At the Battle of Alesia, in 52 BCE, Caesar defeated the Gallic leader Vercingetorix and completed the conquest of Gaul. He was now effectively the sovereign of the province of Gaul with all the attendant wealth at his disposal.

Back in Rome, however, The First Triumvirate had disintegrated. Crassus was killed in battle against the Parthians in 54 BCE and... Pompey was now the sole military and political power in Rome and had the senate declare Caesar’s governorship of Gaul terminated and, further, ordered him to return to Rome as a private citizen. This would mean Caesar could be prosecuted for his actions when he was consul.

Crossing the Rubicon…: Rather than returning to Rome as ordered, Caesar crossed the Rubicon River with his legions and marched on the city in 49 BCE. This was considered an act of war as the Rubicon was the border between the province of Gaul and Rome. Pompey, rather than meet Caesar’s legions in battle, fled to Spain and then to Greece where he was defeated by Caesar’s much smaller force at the Battle of Pharsalus in 48 BCE. Pompey himself escaped from the battle and went to Egypt where he expected to find friends from his time spent there. News of Caesar’s great victory reached Egypt before him, however, and the Egyptians, believing that the gods favored Caesar over Pompey, had Pompey killed as he stepped on shore.

…the Roman Reforms: Caesar… named his grandnephew, Gaius Octavius Thurinus (Octavian) heir. Caesar was granted the title Dictator Perpetuus (dictator for life) in 44 BCE. Contrary to popular belief, he never held the title `emperor’.

He initiated many reforms including further land redistribution among the poor, land reform for veterans which eliminated the need to displace other citizens, as well as political reforms which proved unpopular with the senate. He ruled without regard to the senate, usually simply telling them which laws he wanted passed and how quickly, in an effort to consolidate and increase his own personal power. He reformed the calendar, created a police force, ordered the re-building of Carthage, and abolished the tax system, among many other pieces of legislation (of which quite a few were long-time Populare goals). His time as dictator is generally regarded as a prosperous one for Rome but the senators… feared he was becoming too powerful and could soon abolish the senate entirely to rule absolutely as a king.

Caesar's Death & Aftermath: On March 15, 44 BCE, Caesar was assassinated by the senators in the portico of the basilica of Pompey the Great. Among the assassins were Marcus Junius Brutus, Caesar’s second choice as heir, and Gaius Cassius Longinus, along with many others (some ancient sources cite as many as sixty assassins). Caesar was stabbed twenty three times and died at the base of Pompey’s statue. The assassins, however, made the mistake of neglecting to plan what they would do following Caesar’s death and, in so doing, mistakenly allowed Marcus Antonius (Mark Antony), Caesar’s cousin and right-hand man, to live. Mark Antony turned the tide of Roman popular opinion against the conspirators and, allied with Octavian, defeated the forces of Brutus and Cassius at the Battle of Philippi in 42 BCE.

…After Octavian consolidated his power as the first emperor of Rome, he had Caesar deified and, as his adopted heir, proclaimed himself a son of god and took the name Augustus Caesar, Emperor. In doing so, he initiated the end of the Roman Republic and the beginning of the Roman Empire.

Source: Mark, J.J. (2011, April 28). Julius Caesar. Ancient History Encyclopedia. Licensed as CC-A-NC-SA. Retrieved from https://www.ancient.eu/Julius_Caesar/. Lesson from TDOE’s Summer Standards Training 2019. Materials can be accessed here: https://docs.google.com/document/d/1vb3ku42HeKwJy9Rebj- alqLP7_W51xJ_nMVQKt7yJWI/edit

Social Studies Sixth Grade Lesson 4:

Review Standard 6.56: Analyze the influence of Augustus Caesar, including the establishment of the Roman Empire and its political, geographic, and economic expansion during the Pax Romana.

Instructions: Read the text below on the Reforms of Augustus and complete the 3-2-1 below.

Write a paragraph identifying three reforms that Augustus implemented to establish Roman supremacy.

Write a paragraph identifying two aspects of Roman culture that Augustus strengthened during his rule.

In complete sentences, explain one reason why Augustus was so focused on spreading Roman culture throughout the empire.

Reforms of Augustus: Emperor Augustus (27 BCE – 14 CE) accomplished much during his time on the Roman throne… Near the end of his long life, the emperor penned two simple sentences summarizing his time on the throne, “I found a city built of sun-dried brick. I leave her clothed in marble.” There are those, however, who believe that his success was partially due to… his ability to make essential changes.

THE FIRST EMPEROR OF ROME: The lengthy civil wars had finally ended. Octavian, the step-son and heir of Julius Caesar, marched into the city of Rome a hero. Although entering a champion, he was faced with a difficult task of rebuilding a fallen city, but the Roman Senate had their savior and rewarded him handsomely, giving him the name and title of Augustus.

Upon his return to Rome from his fight in the civil wars, Augustus stood before the Senate… and… in honor of his leadership and loyalty to Rome, the Senate granted him almost unlimited power - maius imperium, power superior to that held by any magistrate or proconsul - and he became Imperator Caesar divi filius Augustus, although he preferred the simple title of princeps, “the first one.” The Senate also awarded him tribunician powers (the powers of the tribune) for life - the ability to convene the Senate, propose legislation in the popular assemblies and veto any legislation enacted by the same assemblies. According to the Roman historian Suetonius… Augustus exclaimed, “May I be privileged to build firm and lasting foundations for the Government of Rome. May I also achieve the reward to which I aspire: that of being known as the author of the best possible Constitution, and of carrying with me, when I die, the hope that these foundations will abide secure.”

Augustus learned from the experiences of his stepfather, rejecting the title of dictator; he did not want his life to end in the same manner. To some…he would endeavor to maintain the illusion that his authority, his power, was derived from and dependent upon the will of the people... To the citizens of Rome, he became pater patriae or father of the country. In actuality… power was gradually taken away from the people, the popular assemblies became meaningless, and while the Senate was given sufficient honors and respect, they became only an

extension of the emperor’s administration in service to Augustus. Rule was concentrated into one man, the emperor...

PAX ROMANA: Shortly after his appearance before the Senate…the new emperor left Rome for Gaul and Spain not returning until 23 BCE. During his absence, he forced the submission of a number of rebellious tribes across the Alps, and many provinces throughout the empire soon learned to live in peace with Rome... Upon his return to the city, the emperor embarked on the reforms that would change both the city and empire, establishing a precedent for those who followed.

MORALITY: One of the new emperor’s major concerns was to rebuild the moral decay of Rome. Many in Rome… believed that the part of the reason for the Republic’s decline was the erosion of the public’s morals, and the decades following Julius Caesar without proper leadership had done little to help ease the situation… Augustus realized that to rebuild the city of Rome he had to restore the faith and values of old Rome - the need to revive the customs and traditions of the past…

RELIGIOUS REFORMS: …During the lengthy civil wars, many temples throughout the empire had fallen into decay... To Augustus, a restoration of the “old religion” and a renewed trust in the traditional gods would help restore the confidence of the people. He saw to a return of many of the old, popular festivals and increased the number of public games, reinstituting the Secular Games or Ludi Saeculares... In his first year alone, he rebuilt or repaired 82 temples… Augustus had made himself… the Pontifex Maximus or chief priest, and… after his own death an imperial cult would be established, the idea of the deification of the emperor. Although he resisted the Senate’s attempts to name him a god during his reign, upon his death, the Senate rewarded him with deification…

FINANCIAL REFORMS: Augustus imposed a regular census - the duty of the censor - to provide a fair assessment of the provincial tax burden, resulting in a fairer collection of tax revenue. Another major change concerned the Roman treasury…[t]he central treasury was linked to the treasuries of all provinces. Together with the expansion and improvement of Roman coinage, two new taxes were created - a poll tax and a land tax - which completely funded the imperial system. This new system provided a stimulus to trade throughout the empire, leading to stability, security, and prosperity. Of course, Augustus made sure his image was on all the coins.

BUREAUCRACY & PUBLIC ORDER: …Augustus created order throughout the empire. Many of [his] reforms brought about a more efficient bureaucracy and an end to much of the corruption that had existed since the days before the civil wars. Although Augustus left the local municipal governments alone, he divided the Italian peninsula into eleven departments; this change was made for more proficient census and tax collection as well as regulation of public lands. Rome itself was divided into 14 administrative agencies. The city’s

districts…were placed under… a supervisor who organized watchmen… to provide warnings of fire hazards [and] precautions against possible flooding.

Augustus had over 600 slaves serving as firefighters and even established a police force. Of course, for his own protection, he established the Praetorian Guard…To maintain the support and respect of the senators he awarded them with numerous honors even establishing a retirement age.

BUILDING PROJECTS: Augustus made a number of other essential changes; to speed up communication throughout the provinces; he built relay stations for couriers and state officials complete with chariots and horses. He built a number of new roads and aqueducts.... For the people of Rome and in honor of his nephew, he re-vamped the Circus Maximus. To supervise many of these changes, the emperor established two senatorial commissions, …which oversaw the maintenance of roads and… maintained public buildings and temples. Since there was no civil service, slaves and freedmen were used to provide routine tasks of administration.

Augustus also believed that Rome should be a showplace, a symbol for all cities throughout the empire to emulate. He saw to the building of a new Senate house, the Theatre of Marcellus, a public hall or basilica, new porticos and walkways, always using the best marble from northern Italy.

LEGACY: …Augustus must still be remembered for having brought the empire out of the aftermath of years of civil war when the city was in disrepair. He was the first emperor of Rome, and all others would be compared to him.

Source: Wasson, D.L. (2016, May 25). Reforms of Augustus. Ancient History Encyclopedia. Licensed as CC-A-NC-SA. Retrieved from: https://www.ancient.eu/article/905/reforms-of-augustus/. Lesson from TDOE’s Summer Standards Training 2019. Materials can be accessed here: https://docs.google.com/document/d/1vb3ku42HeKwJy9Rebj-alqLP7_W51xJ_nMVQKt7yJWI/edit

Social Studies Sixth Grade Lesson 5:

Review Standard 6.57: Analyze how innovations in engineering and architecture contributed to Roman expansion, including the role of aqueducts, arches, bridges, the Colosseum, domes, roads, sanitation.

Instructions: Read the text. For each innovation in the text (aqueducts, sanitation, bridges, arches, and roads) explain how the Romans contributed to that innovation and how you think it contributed to Roman expansion. Then choose which innovation you think is the most important and explain why it was important Roman innovation, justifying your answer. Create an advertisement for that innovation, including an image, a quote from a customer, and 2-3 selling points for the importance of that innovation.

Text: The Romans are known for their remarkable engineering feats, be they roads, bridges, tunnels, or their impressive aqueducts. Their constructions, many of them still standing, are a testament to their superior engineering skills and ingenuity. Roman engineers improved upon older ideas and inventions to introduce a great number of innovations. They developed materials and techniques that revolutionized bridge and aqueducts’ construction, perfected ancient weapons and developed new ones, while inventing machines that harnessed the power of water. Roman engineering accomplishments generated much wealth and prosperity, improving the daily lives of Romans and helping Rome maintain its dominance in Europe and the Mediterranean for centuries.

AQUEDUCTS and SANITATION: Aqueducts already existed in the Near East for centuries before the construction of Rome’s first aqueduct, the Aqua Appia in 312 BCE. The Romans, however, introduced many innovations which allowed them to build aqueducts on an unprecedented scale. Aqueducts consisted of conduits, tunnels and pipelines bringing water from far-away springs and mountains into cities and towns. They supplied water to the cities’ fountains, latrines, public baths and houses of wealthy Romans. They were also used to power mills and other machines

Roman aqueducts used gravity, not pumps, with a slight downward inclination for the water to flow. Other innovations included the use of arcades to transport water over valleys and low-lying terrain, with the extensive use of concrete and waterproof cement linings. Another innovation was the use of settling tanks at regular intervals to regulate the water supply.

Aqueducts could be over 100 kilometers (62 miles) long. For example, the Aqua Marcia built in 144-140 BCE ran underground for about 91 km (57 miles) underground, and then 10 km (6 miles) aboveground on substructures and arcades before it reached the city of Rome.

Valens Aqueduct, Constantinople Source for image: Oleg, . "Valens Aqueduct, Constantinople." Ancient History Encyclopedia. Ancient History Encyclopedia, 09 Apr 2013. Web. 30 Mar 2020.

BRIDGES and ARCHES: As soon as the second century BCE, the Romans built large and magnificent stone bridges such as the 135 meter (443 ft) long Pons Aemilius in Rome. The first stone bridges used stone blocks held together with iron clamps. By the mid-2nd century BCE, Romans made extensive use of concrete: bridges were often constructed with a concrete core and a stone-block facing. The use of concrete significantly increased the bridges' strength and durability. Concrete was also used to build strong piers. When piers could not be built out of rock, the Romans used “cofferdams”, which were temporary enclosures made from wooden piles sealed with clay. The cofferdams were driven into the riverbed and filled with concrete, in order to make piers.

Roman builders were also the first to fully understand the structural advantages of an arch. Bridges had arches consisting of individual arch stones (longer on one end than the other) called voussoirs, which efficiently distributed the bridges’ weight. Such arched structures made bridges stronger, and allowed for much longer bridge spans. For example, the Alcántara bridge, still standing today, is 182 m (597 ft) long, with arches 29 m (95) wide and huge voussoirs weighing up to eight tons each. The hundreds of Roman bridges still in existence all around Europe are a testament to their incredible strength and reliability.

Roman Bridge, Pont Julien Source for image: Raddato, Carole. "Roman Bridge, Pont Julien." Ancient History Encyclopedia. Ancient History Encyclopedia, 11 Jan 2016. Web. 30 Mar 2020.

ROADS: The Romans had an extended road network stretching from northern England to southern Egypt, with a total length of no less than 120,000 km (74,565 miles) during the Empire. Roman roads were made for travel, trade, and to maintain control over the Empire’s vast territories. They facilitated the rapid deployment of armies when needed.

A road's main objective was to connect in as straight a path as possible two cities often hundreds of kilometers apart. The Via Appia built from 312 BCE, connected Rome to Capua (190 km apart or 118 miles) while important cities along its path were only accessed through branch roads. The construction of Roman roads involved colossal works of engineering because not only bridges and tunnels, but also viaducts, had to be built wherever roads encountered major obstacles. Road construction also involved massive land excavation, the transport of materials for backfill and leveling over long distances, and huge hydraulic projects for water drainage and land reclamation.

Via Appia Source for image: Raddato, Carole. "Via Appia." Ancient History Encyclopedia. Ancient History Encyclopedia, 20 Sep 2014. Web. 30 Mar 2020.

Roman roads were built by first setting the curb stones, digging a long pit between them that was the entire width of the road, and then covering it with rocks or gravel. The layer of gravel was compacted and a layer of finer gravel was added. The road was then paved with large polygonal rock slabs. Because of the layer of gravel below, Roman roads were able to resist freezing and floods and required relatively little maintenance. Furthermore, the road surface had slight inclinations, so that rainwater could flow to the curbs on either side.

Milestones (from milia passum in Latin meaning 1,000 paces) were also placed along the road at intervals of one mile. They were 1.5 m (5 feet) high heavy columns which indicated the number of the mile, the distance to Rome, and names of the officials who built the road.

Source: Labate, V. (2016, March 01). Roman Engineering. Ancient History Encyclopedia. Retrieved from https://www.ancient.eu/Roman_Engineering/

Social Studies Sixth Grade Lesson 6:

Review Standard 6.58: Explain the polytheistic religion of ancient Rome, with respect to beliefs about the humanlike qualities of the deities and their importance in everyday life.

Instructions: Read the text and answer the questions.

…From the beginning Roman religion was polytheistic. From an initial array of gods and spirits, Rome added to this collection to include both Greek gods as well as a number of foreign cults.

Due to the presence of Greek colonies on the Lower Peninsula, the Romans adopted many of the Greek gods as their own. Religion and myth became one. Under this Greek influence, the Roman gods became more anthropomorphic [human like] – with the human characteristics of jealousy, love, hate, etc. However, this transformation was not to the degree that existed in Greek mythology. In Rome individual expression of belief was unimportant, strict adherence to a rigid set of rituals was far more significant.... Cities adopted their own patron deities and performed their own rituals. Temples honoring the gods would be built throughout the empire; however, these temples were considered the “home” of the god; worship occurred outside the temple. While this fusion of Roman and Greek deities influenced Rome in many ways, their religion remained practical.

1) The text says the ‘Roman religion was polytheistic’. What does this mean?

2) Which civilization’s religion influenced Rome’s? Why?

3) The text says, ‘the Roman gods became more anthropomorphic’. Explain what anthropomorphic means.

4) According to the text, how was Roman religion different than Greek religion?

5) What were patron deities and how were their temples regarded by Romans?

While the study of Roman mythology tends to emphasize the major gods - Jupiter, Neptune (god of the sea), Pluto (god of the underworld) and Juno - there existed, of course, a number of “minor” gods and goddesses such as Nemesis, the god of revenge; Cupid, the god of love; Pax, the god of peace; and the Furies, goddesses of vengeance.

…Foremost among the gods were, of course, Jupiter, the Roman equivalent of Zeus (although not as playful), and his wife… Juno. He was the king of the gods; the sky god (the great protector) - controlling the weather and forces of nature, using thunderbolts to give warning to the people of Rome…. Next, Jupiter’s wife… was Juno, for whom the month of June is named - she was the equivalent of the Greek Hera. Besides being the supreme goddess with a temple on Esquiline Hill, she was the goddess of light and moon, embodying all of the virtues of Roman [motherhood]...

After Juno comes Minerva, the Roman name for Athena (the patron goddess of Athens), and Mars, the god of war. According to legend, Minerva sprang from Jupiter’s head fully formed. She was the goddess of commerce, industry, and education. Later, she would be identified as a war goddess as well as the goddess of doctors, musicians and craftsmen. Although no longer one of the Capitoline triad, Mars remained an important god to Rome - similar to Ares, the Greek god of war. As Mars the Avenger… had a temple dedicated to him by Emperor Augustus, honoring the death of Julius Caesar’s assassins. Roman commanders would make sacrifices to him before and after battles and Tuesday (Martes) is named for him.

6) Identify four Roman gods or goddesses from the text and explain what they represented to Ancient Romans.

7) Based on the text, give an example of the importance of Roman religion in the everyday life of Ancient Romans.

Source: Wasson, D. L. (2013, November 13). Roman Religion. Ancient History Encyclopedia. Licensed CC-A-NC-SA. Retrieved from https://www.ancient.eu/Roman_Religion/

Social Studies Sixth Grade Lesson 7:

Review Standard 6.59: Describe the origins and central features of Christianity – Key Person(s): Jesus, Paul; Sacred Texts: The Bible; Basic Beliefs: monotheism, sin and forgiveness, eternal life, Jesus as the Messiah.

Instructions: Read the excerpt and answer the questions

Article – The Life of Jesus of Nazareth in the Gospels:

This is a synopsis [summary] of the events reported in the four gospels [of the Bible]: Sometime during the 20’s of the Common Era, an itinerant [traveling] preacher known as Jesus… began addressing crowds in his native area, mainly the Galilee region of Northern Israel... It appears from the first three gospels (Mark, Matthew, and Luke), that his preferred method of instruction was the use of the “parable,” a short, pithy, story which makes use of simple situations and characters to illustrate or illuminate higher, more abstract, concepts such as forgiveness, altruism [concern for the wellbeing of others], or one's relationship with God…

1) This text is summarizing the events from what sacred texts of Christianity?

2) Who was the preacher that is a key person in the religion of Christianity?

3) What is a parable?

When Jesus entered the city [of Jerusalem], the crowds used palm branches to welcome him, and proclaimed him the “messiah,” or “anointed one". The gospel writers make clear in this that the crowd hailed him as a descendent of the line of King David and in so doing, added a political element to Jesus' ministry as evinced in the title accorded him as “King of the Jews”. This event, his triumphal entrance to Jerusalem, is the basis for the Christian observance of “Palm Sunday,” a week before Easter. As soon as Jesus entered the city, he went to the outer court of the Temple and drives out the men who were selling animals for the sacrifices, as well as the men in charge of money-changing tables, claiming, “My house shall be a house of prayer for all the nations, but you have made it a den of thieves.” According to Mark, it is this incident that directly leads to the death of Jesus.

4) According to the text, what does ‘messiah’ or ‘anointed one’ mean?

5) What does Jesus do after entering Jerusalem?

[The Last Supper] will later become the basis for the Christian celebration of the “eucharist,” or communion meal through the letters of the apostle Paul. Jesus, for the third or fourth time, predicts his own death, but claims that he will overcome it, as the “kingdom” takes over. After dinner, he and his followers go over to the Mount of Olives, to an olive oil press area known as “Gethsemane,” and Jesus prays that God will spare him his impending torture and death. The gospels do not record any answer from God and Jesus willingly accepts his fate.

6) According to the author, is an example of a Christian tradition that is influenced by Paul?

One of the disciples, Judas, betrays Jesus by telling… where he will be that evening and Jesus is arrested… the high-priest asks Jesus if he is “the Blessed One” (meaning the “messiah”). Jesus… answers that he is “the Son of Man,” whom tradition holds would judge mankind in the “final days,” or the time right before the “Kingdom.” At this, the high-priest claims that he has committed blasphemy, and he is condemned to death.

7) According to the text, how does Jesus stating he is the messiah impact his trial?

In the 1st century CE, the Jewish council could not enforce a death sentence and this is why we are told that Jesus is sent to Pontius Pilate, the regional governor from Rome of the Judean province which included Jerusalem… [he] condemns Jesus to death by crucifixion (the Roman punishment for treason which was meted out owing to the claim that Jesus was “King of the Jews”)… [two days later] the women came to the tomb to finish their ministrations. According to Mark, the women find the tomb empty, but in the other gospels an angel tells them that Jesus rose from the dead…This is the basis for the Christian holiday known as “Easter Sunday”…

8) According to the text, what punishment does Pontius Pilate decide on?

9) According to the text, what do Christians believe happened after the death of Jesus?

The crucifixion/resurrection of Jesus became the basis of the Christian concept of "atonement," or the concept that Jesus willingly gave up his life so that human beings could be "saved." The general understanding is that Jesus died to "save us from our sins," or in other words, with his death, mankind can now achieve "forgiveness." …Mark, Matthew, and Luke claim Jesus died for the “sins” of the people but do not specify what those sins are; John states the death of Jesus was the means to get him “home” to the “Father” [God]. The concept of “atonement,” as understood in Christianity, is actually a concept first developed by the apostle Paul in his Letter to the Romans.

10) According to the text, how do Christians believe that mankind achieved ‘forgiveness’?

Source: Denova, Rebecca. "The Life of Jesus of Nazareth in the Gospels." Ancient History Encyclopedia. Ancient History Encyclopedia, 26 Nov 2013. Web. 30 Mar 2020. Licensed as CC-A-NC-SA.

Social Studies Sixth Grade Lesson 8:

Review Standard 6.60: Explain the expulsion of the Jews from their homeland by the Romans, which began the Jewish diaspora.

Instructions: Read the texts and answer the questions.

Excerpts:

Overview: The people of Judea resisted the occupation by Rome, however, and tensions finally erupted in the First Jewish-Roman War (also known as the Great Revolt) of 66-73 CE which concluded with the Roman general Titus destroying Jerusalem and laying siege to the mountain fortress of Masada… with their deaths the last resistance was broken and a large part of the population scattered or were sold into slavery.

…The final, and most significant, revolt was the Bar-Kochba Revolt (also known as… the Third Jewish-Roman War) of 132-136 CE. Although there were many factors contributing to this conflict, the flashpoint was emperor Hadrian’s decision to build a new city, Aelia Capitonlina, on the ruins of Jerusalem and construct a temple to the [Roman] god Jupiter on the holy site of the Jews, the Temple Mount… Thousands of people were slaughtered and others scattered. Hadrian exiled all Jews from the region and prohibited their return on pain of death.

Following the destruction of Judea and the resulting diaspora, Israel ceased to exist until the creation of the modern State of Israel in 1947-1948 CE by the United Nations. Source: Mark, Joshua J. "Israel." Ancient History Encyclopedia. Ancient History Encyclopedia, 26 Oct 2018. Web. 30 Mar 2020. Licensed CC-A-NC-SA.

1) How many years passed between the start of the First Jewish-Roman War and the end of the Third Jewish- Roman War?

2) What were three significant outcomes of the Third Jewish-Roman War on the people of Jerusalem?

3) The word ‘diaspora’ refers to when people are forced to leave their homeland and be dispersed, or moved, to other parts of the world, which spreads both the people and their culture to other places. How is what happened to the people of Judea an example of a diaspora?

Aftermath: What followed the [Third Jewish-Roman War] was in many ways as horrendous as the war itself. Hadrian went so far as to permanently change the name of Judea to Palestina, effectively erasing its Jewish past. Jewish law and rituals were banned for some time, and many Jewish religious leaders were martyred [killed]... Most tellingly, Jerusalem was permanently converted into a pagan city called Aelia Capitolina, and the Jews were forbidden to live within sight of it...

This may have been something of a moot point, however, as the majority of the Jewish population had either been killed, died of disease or starvation, or been sold into slavery. While small Jewish communities continued to exist, such as in the Galilee, the demography of Judea had shifted in favor of the non-Jewish population, as it would remain for almost 2,000 years... As a result, the remaining centers of Jewish cultural and religious life were all outside the land of Israel, especially in Babylonia, where the definitive codex of Jewish law – the Babylonian Talmud – was collected and redacted. In effect, the Jews were now a stateless people and would remain so until 1948 CE.

Source: Kerstein, Benjamin. "The Bar-Kochba Revolt." Ancient History Encyclopedia. Ancient History Encyclopedia, 30 Aug 2018. Web. 30 Mar 2020. Licensed as CC-A-NC-SA. 4) How did the name of Judea change after the Third Jewish-Roman War?

5) What efforts did the Romans make to remove Jewish culture from Jerusalem?

6) According to the text, how did Jewish culture survive the destruction of Jerusalem?

Social Studies Sixth Grade Lesson 9:

Standard 6.61: Explain the division of the Roman Empire into East and West, and identify the later establishment of Constantinople as the capital by Constantine.

Standard 6.62: Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.

Instructions: Read the texts and answer the questions

The Extent of the Roman Empire: Population & Spread: In the beginning, before the Republic, the city of Rome had an estimated population of only a few thousand. By the 6th century BCE and the exile of the kings, the city had grown to between 20,000 and 30,000 inhabitants (again this may or may not have included women and children). As the city grew along with the empire, Rome became a magnet for artists, merchants, and people of all walks of life - especially those looking for work. At the beginning of the imperial period the city had close to 1,000,000 residents. The empire during this same time had grown from 4,063,000 inhabitants in 28 BCE to 4,937,000 inhabitants in 14 CE.

From a small city on the western edge of Italy, Rome - or the empire - had grown to include territory from the North Sea to most of the region surrounding the Mediterranean Sea. To the north were Britannia, Germania, and Gaul. To the west and southward along North Africa, the empire included Hispania, Mauretania, and Numidia. Eastward and into the Middle East were Egypt, Judea, Syria, Parthia and Asia Minor. Closer to Italy and to the east were Macedon, Greece, Moesia, and Dacia. Add to this the islands of Corsica, Sardinia, and Sicily. Throughout the empire there were cities of 100,000 to 300,000 inhabitants - Alexandria, Carthage, Antioch, Pergamum, Ephesus, and Lyons. However, like all of those before it, the Roman Empire could not endure and finally fell in 476 CE to an invasion from the north.

1) Describe the growth in population in Rome from its founding to its establishment as an empire.

2) How might a large population make a civilization more difficult to manage?

3) How might the addition of many territories and states make the Roman empire more difficult to manage?

Maintaining The Empire: Despite the emperor’s desire to expand the empire’s borders further, its growth would come to an end in 9 CE in Germany when the commander Publius Quintilius Varus lost three Roman legions - ten percent of Rome’s armed forces - at the Battle of Teutoburg Forest. Military victories were no longer about expansion and conquest but more defensive against internal and external forces such as riots, rebellions, and uprisings… Emperor Hadrian (117 – 138 CE) understood the need for “borders” and would relinquish the lands conquered by Trajan. He even built a wall in northern England as a boundary between Britain and Scotland. To him and future emperors the empire needed borders - the empire now became one of pacification and Romanization, not conquest.

4) How did the strategy of the Roman army change after the Battle of Teutoburg Forest?

5) Instead of expanding, what policies did Roman Emperors like Hadrian implement?

Splitting the Empire: The sheer size of the empire eventually became problematic - it was too large to manage and became more susceptible to barbaric invasions. In 284 CE a new emperor came to power. His name was Diocletian, and he understood the problems facing the empire. It had been under the watch for decades by poor leadership, so in order to restore unity, he divided the empire into a tetrarchy or rule of four. There was an emperor in the west - with Rome as its capital - and another emperor in the east - with his capital at Nicomedia (later Constantinople). After the fall of Rome in 476 CE this eastern half would remain and become, in time, the Byzantine Empire. Source: Wasson, D. L. (2016, January 05). The Extent of the Roman Empire. Ancient History Encyclopedia. Retrieved from https://www.ancient.eu/article/851/

6) Why do you think the size of the Roman empire made it ‘more susceptible to barbaric invasions’?

7) Why did Diocletian split the Roman empire in two?

Constantine I: Constantine Becomes Emperor: …Maxentius left Rome to meet Constantine in one final, crucial battle - the Battle of Milvian Bridge in 312 CE. On the day before the battle began, Constantine reportedly looked to the sky where he saw the sign of the cross superimposed over the sun. Under it was the inscription In Hoc Signo Vinae or “conquer by this sign.” That night, in a dream, he received an explanation of the sign - Christ appeared before him telling him to carry the sign of the cross into battle. The following day old banners were replaced with new ones displaying the sign of the cross. Although outnumbered, Constantine easily defeated Maxentius…This victory is seen by historians as a turning point in history… Constantine immediately assumed complete control of the west. As the new augustus in the west, he marched into Rome; one of his first acts was to issue the Edict of Milan, a toleration of all religions.

8) The text implies that Constantine converted to what religion before the Battle of Milvian Bridge?

9) His success at the Battle of Milvian Bridge allowed Constantine to take control of Rome. According to the text, what was one of his first orders?

Byzantium: Constantine realized that Old Rome was not the city he wanted for a capital, and despite several of the building projects he instituted, it was decaying. Rome was no longer practical… [a] new capital was needed, and although he thought about the site of ancient Troy, Constantine finally saw what he wanted - Byzantium. The ancient city was strategically located on the European side of the Strait of Bosporus, so it would control

traffic to and from the Black Sea. It also provided an excellent harbor (The Golden Horn) and, therefore, could be easily defended.

To rebuild the city into the one in his vision, he brought in artisans and resources from across the empire. There were wide avenues with statues of Alexander, Caesar, Augustus, Diocletian, and of course, Constantine. He

rebuilt the walls, built cisterns, Christian churches (Hagia Irene) and pagan temples. Source: Wasson, D. L. (2013, April 19). Constantine I. Ancient History Encyclopedia. Retrieved from https://www.ancient.eu/Constantine_I/

10) Explain at least two reasons for Constantine choosing Byzantium as the new capital for the Roman Empire.

11) What did Constantine rename the city of Byzantium as and what did he do to improve the city?

The Byzantine Empire: The Byzantine Empire, often called the Eastern Roman Empire or simply Byzantium, existed from 330 to 1453 CE. With its capital founded at Constantinople by Constantine I, the empire varied in size over the centuries, at one time or another, possessing territories located in Italy, Greece, the Balkans, Levant, Asia Minor, and North Africa. A Christian state with Greek as the official language, the Byzantines developed their own political systems, religious practices, art and architecture...

The name “Byzantine” was coined by 16th-century CE historians based on the fact that the capital city’s first name was Byzantium before it changed to Constantinople (modern Istanbul). It was and continues to be a less- than-perfect but convenient label which differentiates the Eastern Roman Empire from the Western Roman Empire especially important after the fall of the latter in the 5th century CE….

The discussion of dates also highlights the differences in the ethnic and cultural mix between the two halves of the Roman world and the distinctness of the medieval state from its earlier Roman heritage. The Byzantines called themselves “Romans,“ their emperor was basileon ton Rhomaion or ‘Emperor of the Romans’ and their

capital was “New Rome.” Cartwright, M. (2018, September 19). Byzantine Empire. Ancient History Encyclopedia. Used under CC BY-NC-SA 3.0. Retrieved from https://www.ancient.eu/Byzantine_Empire/

12) After the fall of the Western Roman Empire, the Eastern Roman Empire was known as what?

13) What religion and language were used in the Byzantine Empire?

14) Even though they used a different language, which civilization’s culture did the Byzantine empire’s rulers feel most closely connected to?

Social Studies Sixth Grade Lesson 10:

Review Standard 6.62: Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.

Instructions: Read the text and answer the questions.

From 376-382 CE, Rome fought a series of battles against invading Goths known today as the Gothic Wars. At the Battle of Adrianople, 9 August 378 CE, the Roman Emperor Valens (r. 364-378 CE) was defeated, and historians mark this event as pivotal in the decline of the Western Roman Empire. Various theories have been suggested as to the cause of the empire’s fall but, even today, there is no universal agreement on what those specific factors were…contributing factors to Rome's fall include:

• Political instability due to size of empire • The self-interest of the two halves of the empire • Invasion of barbarian tribes • Government corruption • Mercenary armies • Over-reliance on slave labor • Massive unemployment and inflation

1) Re-read the list of factors that contributed to the fall of the Western Roman Empire. Rank them from 1-7 as most to least important. For each factor, explain why you think that could have negatively impacted the Western Roman Empire.

The ungovernable vastness of the empire, even divided in two, made it difficult to manage. The Eastern Empire flourished while the Western Empire struggled and neither gave much thought to helping the other. Eastern and Western Rome saw each other more as competitors than teammates and worked primarily in their own self- interest. The growing strength of the Germanic tribes and their constant incursions into Rome could have been dealt with more effectively if not for government corruption, especially among provincial governors, and fair treatment of the Goths by the Romans overall.

2) How was the size of the Western Roman Empire a problem for those governing it?

3) How was the relationship between the Eastern and Western Roman Empires a problem?

4) What could the Western Roman Empire have done differently in their interactions with the Germanic tribes?

The Roman military, manned largely with barbarian mercenaries who had no ethnic ties to Rome, could no longer safeguard the borders as efficiently as they once had nor could the government as easily collect taxes in the provinces. Further, the debasement of the currency*… had steadily encouraged inflation and slave labor, which was widespread, deprived lower-class citizens of jobs so unemployment levels soared. The arrival of the Visigoths in the empire in the third century CE, fleeing from the invading Huns, and their subsequent rebellions has also been cited a contributing factor in the decline.

The Western Roman Empire officially ended 4 September 476 CE, when Emperor Romulus Augustulus was deposed by the Germanic King Odoacer... The Eastern Roman Empire continued on as the Byzantine Empire until 1453 CE, and though known early on as simply `the Roman Empire’, it did not much resemble that entity at all. Source: Mark, Joshua J. "Roman Empire." Ancient History Encyclopedia. Ancient History Encyclopedia, 22 Mar 2018. Web. 30 Mar 2020. Licensed under CC-A-NC-SA.

*debasement of the currency - Roman coins were being made with less silver, but being used for the same face value, causing money to suddenly be worth a lot less than it was supposed to be worth.

5) How did barbarian mercenaries become a problem for the Roman military?

6) What problems did the Western Roman Empire have with money?

7) How did the use of enslaved labor impact the Roman economy?

8) What happened to the Eastern Roman Empire after the fall of the Western Roman Empire?

9) Go back to the answer for the first question. After reading the article, would you change the ranking of the factors of the fall of the Western Roman Empire? Why or why not? Justify your ranking.

Social Studies Sixth Grade Lesson 11:

Review Social Studies Practice 5: In addition to focusing on historical contextualization from SSP.05, students will review content standards 6.31-6.38 on Ancient China and 6.51-6.62 on Ancient Rome.

Instructions: Lessons 11-16 will be a social studies inquiry answering the inquiry question, “Did the Chinese and Romans Know Each Other?” Each day students will tackle a different part of the inquiry. Each part of the inquiry will have a supporting question that students will answer to help them answer the main inquiry question at the end of the project.

For lesson eleven, the first day of the inquiry, students will be considering the question, “Where were the Roman and Chinese Empires located?” Students will review Source A and B and then write a description of the relative locations and geographic features of the Roman and Chinese Empires. It is suggested the description is in a paragraph format, with a topic sentence, two to three supporting details, and a concluding sentence. One paragraph can be written for each empire.

Supporting Question 1

Featured Source Source A: Author unknown, map with general locations of the Roman and Chinese Empire in 1 CE, “Locator Map for the Roman Empire and the Chinese Han dynasty,” 2009

Roman Empire

Chinese Empire

© Gabagool. Reproduced under the Creative Commons Attribution-Share Alike 3.0 Unported License. http://commons.wikimedia.org/wiki/File:RomanandHanEmpiresAD1.png. Source: IDM – Did the Chinese and Romans Know Each Other? from

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Supporting Question 1

Featured Source Source B: Thomas Lessman, detailed map of Roman and Chinese Empire in 200 CE, “Eastern Hemisphere in 200 AD,” 2008

Source: IDM – Did the Chinese and Romans Know Each Other? from

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Social Studies Sixth Grade Lesson 12:

Review Social Studies Practice 5: In addition to focusing on historical contextualization from SSP.05, students will review content standards 6.31-6.38 on Ancient China and 6.51-6.62 on Ancient Rome.

Lesson 12 will focus on the question, “What did the Chinese know about the West?” Students will read sources A and B today and read sources in the next lesson. After reading sources A and B, they will complete the T- Chart below, comparing what the Romans and the Chinese knew about each other. Students will only need to begin to fill in the left side of the T-chart for today’s lesson, they will continue using the chart in future lessons.

What the Chinese Knew About the West What the Romans Knew About the East

Supporting Question 2

Featured Source Source A: Sima Qian, description of Zhang Qian’s travels in the West, Records of the Great Historian and Travels of Zhang Qian (excerpts), 130 BCE NOTE: Sima Qian is considered by many to be China’s first and greatest historian. He wrote the following account of the accomplishments of Zhang Qian, who was one of China’s first explorers into the West. Zhang Qian explored territory to the west of China reaching as far as modern day Mesopotamia. Zhang Qian described a people he met called the Yuezhi who lived in an area west of India that was well known to the Romans. Zhang Qian also explored Mesopotamia, which was later governed by Rome. Some scholars credit Zhang Qian’s explorations as establishing the knowledge that would be needed to create Silk Roads.

“The Great Yuezhi live some 2,000 or 3,000 li [1,000 or 1,200 kilometers] west of Dayuan, north of the Gui (Oxus) river. They are bordered to the south by Daxia [in modern-day Afghanistan], on the west by Anxi (Parthia) [in modern-day Iran], and on the north by Kangju [in modern-day Tajikistan]. They are a nation of nomads, moving place to place with their herds and their customs are like those of the Xiongnu. They have some 100,000 or 200,000 archer warriors." (Shiji, 123, Zhang Qian quote, trans. Burton Watson)

“Daxia is situated over 2,000 li [1,000 kilometers] southwest of Dayuan (Ferghana), south of the Gui (Oxus) river. Its people cultivate the land, and have cities and houses. Their customs are like those of Dayuan. It has no great ruler but only a number of petty chiefs ruling the various cities. The people are poor in the use of arms and afraid of battle, but they are clever at commerce. After the Great Yuezhi moved west and attacked and conquered Daxia, the entire country came under their sway. The population of the country is large, numbering some 1,000,000 or more persons. The capital is Lanshi (Bactra) where all sorts of goods are bought and sold." (Shiji, 123, Zhang Qian quote, translation Burton Watson).

“Southeast of Daxia is the kingdom of Shendu (India)....Shendu, they told me, lies several thousand li southeast of Daxia (Bactria). The people cultivate the land and live much like the people of Daxia. The region is said to be hot and damp. The inhabitants ride elephants when they go in battle. The kingdom is situated on a great river (Indus)" (Shiji, 123, Zhang Qian quote, trans. Burton Watson).

“Anxi is situated several thousand li west of the region of the Great Yuezhi. The people are settled on the land, cultivating the fields and growing rice and wheat. They also make wine out of grapes. They have walled cities like the people of Dayuan (Ferghana), the region contains several hundred cities of various sizes. The coins of the country are made of silver and bear the face of the king. When the king dies, the currency is immediately changed and new coins issued with the face of his successor. The people keep records by writing on horizontal strips of leather. To the west lies Tiaozhi (Mesopotamia) and to the north Yancai and Lixuan (Hyrcania)." (Shiji, 123, Zhang Qian quote, trans. Burton Watson).

“Tiaozhi (Mesopotamia) is situated several thousand li west of Anxi (Parthia) and borders the Western Sea (Persian Gulf/ Mediterranean?). It is hot and damp, and the people live by cultivating the fields and planting rice….The people are very numerous and are ruled by many petty chiefs. The ruler of Anxi (Parthia) give orders to these chiefs and regards them as vassals." (Shiji, 123, Zhang Qian quote, trans. Burton Watson).

Schools Wikipedia sponsored by SOS Children. Used under the GNU Free Documentation License. http://www.cs.mcgill.ca/~rwest/link-suggestion/wpcd_2008-09_augmented/wp/z/Zhang_Qian.htm.

Source: IDM – Did the Chinese and Romans Know Each Other? from

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Supporting Question 2

Featured Source Source B: Map bank: Maps of Chinese exploration

Map 1: Author unknown, map of Map of Yuezhi migrations in the 1st and 2nd century BCE, 2006. Reproduced under the Creative Commons Attribution-Share Alike 3.0 Unported License. http://commons.wikimedia.org/wiki/File:Yueh-ChihMigrations.jpg.

Map 2: Author unknown, map of Zhan Qian’s travels in the West in the 2nd century BCE, 2005. Reproduced under the Creative Commons Attribution-Share Alike 3.0 Unported License. http://commons.wikimedia.org/wiki/File:ZhangQianTravel.jpg

Source: IDM – Did the Chinese and Romans Know Each Other? from

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Social Studies Sixth Grade Lesson 13:

Review Social Studies Practice 5: In addition to focusing on historical contextualization from SSP.05, students will review content standards 6.31-6.38 on Ancient China and 6.51-6.62 on Ancient Rome.

Lesson 13 will finish answering the question, “What did the Chinese know about the West?” Students will read sources C and D today. After reading sources C and D, they will complete filling in the left side of the T-Chart from Lesson 12.

Source C:

Texts from the Chinese Historian Fan Ye include a description of the Roman Empire, also known as the Kingdom of Da Qin. It is described as a Kingdom near Haixi (Egypt) with an empire of some four hundred towns and ten kingdoms. He describes Romans as a tall people and compares them as similar to the Chinese. In fact, their name, Da Qin, as one of respect, because Da Qin means ‘Great China’.

The Roman Empire is described as having many precious metals and stones, including gold, silver, jewels, and jade. Many other luxuries, be it exotic animals from Africa, or spices and rather clothes, are described as well. Romans are regarded as straight-forward business people that do not haggle. It is noted that the Roman Empire always has a steady supply of essential resources, like food, and they are welcoming to diplomats from foreign countries.

There is some evidence that the Romans wanted to get to China to both obtain silk and perhaps silk worms so they can produce silk on their own, but the Chinese government blocked them from access.

Works cited: Hill, John. Through the Jade Gate – China to Rome, Volume 1. 2nd Edition, 2015.

Source D:

Sources from a later period of Chinese history in the late 200s CE have more descriptions of interactions with the Romans. It describes the kingdom’s size as being quite large, a thousand miles in all directions. It is known that the capital of the empire is Rome and that Rome is located along the Tiber River. Of note to the Chinese historian is that the rulers of Rome change. If a leader is failing, then they are replaced, and the leader that was replaced will not complain about losing their position. Again, this traveler notes that the Romans are tall and compares them positively to the Chinese, only the Romans wear different clothes. They think perhaps the Romans orginated in China and left China a long time ago.

Works cited: Hill, John. China Meets the West: The “Peoples of the West” During the 3rd Century CE According to the Weilue (forthcoming).

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Social Studies Sixth Grade Lesson 14:

Review Social Studies Practice 5: In addition to focusing on historical contextualization from SSP.05, students will review content standards 6.31-6.38 on Ancient China and 6.51-6.62 on Ancient Rome.

Lesson 13 will finish answering the question, “What did the Romans know about the East?” Students will read sources A and B. After reading sources A and B, they will fill in the right side of the T-Chart from Lesson 12, describing what the Romans know about the East and China.

Supporting Question 3

Featured Source Source A: Pliny the Elder, description of China, Natural History (excerpts), 77 CE

NOTE: This text appeared in the Roman writer Pliny the Elder’s Natural History VI, 54. Natural History was a far-reaching effort by Pliny the Elder to describe the world. He wrote several volumes on geography, which included the following text about silk production in China. Pliny the Elder refers to the people who created silk as Seres.

The Seres are famous for the woolen substance obtained from their forests; after a soaking in water they comb off the white down of the leaves….So manifold is the labor employed, and so distant is the region of the globe drawn upon, to enable the Roman maiden to flaunt [fine silk] clothing in public.

Public domain.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Supporting Question 3

Featured Source Source B: Claudius Ptolemy, a description and map of the Asia, Geography (excerpt), 150 CE

NOTE: Ptolemy was an Egyptian-born mathematician and geographer who lived in the city of Alexandria during the Roman Empire. One of Ptolemy’s greatest works was his atlas titled Geography. In this book, Ptolemy published some of the first western descriptions and maps of China.

The inhabited part of our earth is bounded on the east by the Unknown Land which lies along the region occupied by the easternmost nations of Asia Major, the Sim and the nations of SERICE; and on the south likewise by the Unknown Land which shuts round the Indian Sea, and encompasses that Ethiopia to the south of Libya which is called the land of Agisymba; to the west by the Unknown Land which embraces the Ethiopic Gulf of Libya, and then by the Western Ocean which lies along the most westerly parts of Libya and of Europe; and on the north by that continuation of the same

ocean which encircles the Britannic Isles and the most northerly parts of Europe, and which goes by the names of Duecalydonian and Sarmatie, and by an Unknown Land which stretches along the most northerly parts of Asia Major, viz., Sarmatia, Scythia, and Serice.

Public domain. Available at http://dsr.nii.ac.jp/toyobunko/III-2-F-b-2/V-1/page/0162.html.ja.

NOTE: This map by 2nd century geographer Ptolemy represented China as two places. Ptolemy called the northern part of China, the Serica or the Land of Silk. Below Serica was Sinae, or the Land of Qin.

Public domain. Credited to Francesco di Antonio del Chierico. Available at http://upload.wikimedia.org/wikipedia/commons/2/23/PtolemyWorldMap.jpg.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Social Studies Sixth Grade Lesson 15:

Review Social Studies Practice 5: In addition to focusing on historical contextualization from SSP.05, students will review content standards 6.31-6.38 on Ancient China and 6.51-6.62 on Ancient Rome.

For this lesson, students will answer the supporting question, “How did the Chinese and Romans interact with one another?” They will study Source A, which is a series of three maps, and then write a claim about how the Romans and Chinese interacted with each other. This claim can be structured in a short paragraph.

Supporting Question 4

Featured Source Source A: Map bank: 1st and 2nd Century CE global trade route maps

Map 1: Map illustrating various global trade route maps, “Trade Routes and Great Empires of the First Century A.D.” 2010. Reproduced with permission from Dr. Neil Goldberg, The Dalton School. http://people.uncw.edu/zervosg/Pr236/New%20236/Public%20Domain%20for%20Web/EmpiresICE.JPG.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Map 2: Map illustrating land and sea trade routes between Europe and Asia, “Periplous of the Erythraean Sea, 1st century AD,” 2014. © George Tsiagalakis. Reproduced under the Creative Commons Attribution-Share Alike 4.0 License. https://commons.wikimedia.org/wiki/File:Periplous_of_the_Erythraean_Sea.svg.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Map 3: Map illustrating trade routes in the Roman Empire, “Roman Trade Network in 180 AD,” 2010. © Adhavoc. Reproduced under the Creative Commons Attribution-Share Alike 3.0 Unported License. https://commons.wikimedia.org/wiki/File:Europe_180ad_roman_trade_map.png.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Social Studies Sixth Grade Lesson 16:

Review Social Studies Practice 5: In addition to focusing on historical contextualization from SSP.05, students will review content standards 6.31-6.38 on Ancient China and 6.51-6.62 on Ancient Rome.

Instructions: Students should review the materials from Lessons 11-16 and then prepare to draft an argument to answer the question, “Did Chinese and Romans know each other?” They should construct an argument (in the form of a speech, poster, or essay) that explains to what extent the Chinese and Romans knew and interacted with each other using specific claims and relevant evidence.

Social Studies Sixth Grade Lesson 17:

Review Standard 6.51-6.62: Ancient Rome

Instructions: Students will complete their first end of year review project on Ancient Rome. In addition to their prior knowledge from lessons learned in class, students can us the materials from lessons 1- 16 to assist with their project.

For lessons 17-22, students will complete a history brochure Ancient Rome. For each lesson, they will complete one part of the brochure. A two-page template for the brochure has been provided. To put the brochure together, students will need to remove those pages from the packet, layer them together, and then fold along the crease lines.

For lesson 17, students should complete Section 1 in the brochure template. They should write a title for the brochure to indicate that it is about Ancient Rome and provide an illustration. Along the bottom of the section they should write their name and a caption explaining how the illustration they have drawn for their brochure relates to Ancient Rome.

Social Studies Sixth Grade Lesson 18:

Review Standard 6.51-6.62: Ancient Rome

For lesson 18, students should complete section 2 in the brochure template. They should title this section “Geography”. They should draw a map of the region, including labels for the following locations: Rome, Italian Peninsula, Mediterranean Sea, Tiber River, and Italian Alps. Students should then write a 2-3 sentence summary explaining the advantages that Rome’s geographic location gave it for expansion.

Social Studies Sixth Grade Lesson 19:

Review Standard 6.51-6.62: Ancient Rome

For lesson 19, students should complete section 3 of the brochure. Title this section “Culture”. Write a 5-6 sentence paragraph explaining the cultural traditions of Ancient Rome, including the Roman religion. Students should make sure to use the following vocabulary words: polytheistic and humanlike.

Social Studies Sixth Grade Lesson 20:

Review Standard 6.51-6.62: Ancient Rome

For lesson 20, students will complete section 4 of the brochure template. They should title this section “Government” and write a 5-6 sentence paragraph explaining how the government of the Roman Republic worked. Students should be sure to use the following vocabulary words: republic, branches of government, checks and balances, democracy, Twelve Tables.

Social Studies Sixth Grade Lesson 21:

Review Standard 6.51-6.62: Ancient Rome

For lesson 21, students will complete section 5 in the brochure template. They should title this page ‘Important Romans’. In this section, students should write mini-biographies on Julius Caesar and Augustus Caesar explaining who they were and why they were important to Rome’s history.

Social Studies Sixth Grade Lesson 22:

Review Standard 6.51-6.62: Ancient Rome

For lesson 22, students will complete section six of the brochure template. Students will title this section “Achievements”. Students should draw pictures of two of Rome’s famous achievements. Each picture should have a 2-3 sentence summary explaining what the achievement is and why it was important. Students can choose from the following accomplishments: Aqueducts, arches, bridges, Colosseum, Domes, Roads, and Sanitation.

Once students have finished this section, they can put their two brochure templates together. Sections 5/6/1 will form the outside of the brochure and can be placed face down on a table. Sections 2/3/4 will form the inside of the brochure and can be placed on top of the previous sheet of paper, face up. Students can then fold the crease in-between sections 3 and 4. Following this, they can fold the crease in-between sections 2 and 3. They will then have a closed brochure.

Social Studies Sixth Grade Lesson 23:

Review Standards: 6.02 Describe the characteristics of the nomadic-hunter-gather societies, including their use of: basic hunting weapons, fire, shelter, and tools. 6.03 Explain the impact of the Agricultural Revolution including: barter economy, domestication of plants and animals, emergency of permanent settlements, food surpluses, labor specialization, and new sources of clothing and shelter

Instructions: Lessons 23-29 will include review on each civilization that was studied in sixth grade. Parents can find talking points for each civilization in the answer keys to help jog the memories of their learners as needed.

For lesson 23, students will use the following two sheets of paper to create advertisements for Early Humans.

The first sheet of paper should have an advertisement for one of the tools used by early humans. The advertisement should include a drawing or illustration and a 2-3 sentence caption explaining the importance of that advancement. Students can choose from stone tools, fire, shelters made out of animal skins, and spears or other basic hunting weapons from the time period.

The second sheet of paper should have an advertisement for the Agricultural Revolution. In addition to a drawing or illustration, students should have a 5-6 sentence paragraph explaining what the agricultural revolution was and why it was important. The paragraph should include the following vocabulary works: barter, domestication, settlements, food surpluses, and labor specialization.

Advertisement Page 1 – Early Human Technology

Advertisement Page 2 – Agricultural Revolution

Social Studies Sixth Grade Lesson 24:

Review Standards 6.05-6.12: Ancient Mesopotamia

For lesson 24, students will create a newspaper article on an important event from Ancient Mesopotamian history. The article should be written as ‘Breaking News’ from the time period and include an illustration and at least two paragraphs explaining the historical event and its importance. Students may choose from the following topics:

• advancements in agriculture (including irrigation, metallurgy, wheel, sail, or plow) • government (first monarchy and empire) • cultural achievements (first writing system and oldest epic) • legal system (Hammurabi’s Code)

Blank Sheet for Newspaper Article

Social Studies Sixth Grade Lesson 25:

Review Standards 6.13-6.19: Ancient Egypt

For lesson 25, students will complete the one-pager template on Ancient Egypt. In a one pager, students fit all the information they can know about a certain topic onto one page. That information can take the form of formal writing, notes, words, and meaningful images representative of the topic.

To fill in the template, students should:

1) Decorate the border area around the boxes with the title ‘Ancient Egypt’. The border will ‘ground’ students in the topic, so it should be filled with images and vocabulary words that relate to Ancient Egypt’s Geography.

2) Box A should be filled with images, vocabulary words, and text concerning the social classes of ancient Egypt. This section must include examples of different social classes and pharaohs.

3) Box B should be filled with images, vocabulary words, and text concerning the religion of ancient Egypt. This section should include polytheism and Egyptian beliefs about the afterlife (mummification and pyramids).

4) Box C should be filled with images, vocabulary words, and text concerning at least one famous Egyptian. Students can choose between Queen Hatshepsut, Ramses the Great, or King Tutankhamun.

5) Box D should be filled with images, vocabulary words, and text concerning the cultural achievements of Ancient Egypt. Students can choose at least two of the following: hieroglyphics, papyrus, the pyramids, or seasonal calendar.

One Pager Template

A B

C D

Social Studies Sixth Grade Lesson 26:

Review Standards 6.20-6.24: Ancient Israel

For lesson 25, students will use the template on the following page to create a postcard about Ancient Israel. On the top half of the template, they should draw an image of something either from or representative of Ancient Israel and its history. On the bottom half of the template, they will write a 5-6 sentence paragraph from a traveler in Ancient Israel describing the latest news from their visit there. Their description should include information on one of the following topics:

• The movement of the Israelites from Mesopotamia to Canaan, Canaan to Egypt, and Egypt back to Canaan. • The first three kings of Israel (Saul as the first king, David as the founder of Jerusalem, Solomon as the builder of the first temple) • What happened after the rule of King Solomon (the breakup of Israel, Babylonian captivity, and the return to Jerusalem).

Template for Postcard:

Social Studies Sixth Grade Lesson 27:

Review Standards 6.25-6.30: Ancient India

For lesson 27, students will review Ancient India. They should create a top five list of the top five most important things to know about Ancient India. Each topic on the list should have 2-3 sentences explaining what it is and why it is important. Topics to consider are:

• Himalayan Mountains • Architecture built with bricks • Cities in grid-systems • Sewer systems • Hinduism • Buddhism • Medical education • New medical techniques • Mathematics system – Hindu-Arabic numerals and zeros

Top FIVE 1 2 3 4 5

Social Studies Sixth Grade Lesson 28:

Review Standards 6.31-6.38: Ancient China

For lesson 28, students will create a hero or villain poster for a historical person from the unit. The poster must include:

• A sketch of the person • Crime they are wanted for (if villain) or Action they are being celebrated for (if hero) • A made-up quote from a person living at the time showing what people might have said about this person. • A written description of what the person has done in their life to be considered a villain or hero. This should be at least 5-6 sentences.

For the Ancient China hero or villain posters, students can choose between these two historical figures: Confucius or Qin Shi Huangdi.

Questions to guide student thinking:

1) Circle the historical figure you want to choose: Confucius or Qin Shi Huangdi

2) Circle the type of poster you will create for that person: Villain or Hero

3) Write a draft of your description of what the person has done to be considered a villain or hero.

4) Create your poster on the next page. Make sure to include everything in the bulleted list above!

Page for Poster

Social Studies Sixth Grade Lesson 29:

Review Standards 6.39-6.50: Ancient Greece

Instructions:

For lesson 29, students will create an acrostic poem on the next page about Ancient Greece using the words ANCIENT GREECE. An acrostic poem is a poem where the first letter of each line spells a word and each line gives details and helps explain the chosen word. Each line can have a combination of words and phrases. See the two examples below for POEM and HISTORY.

Example 1:

Poems should show

Originality,

Explain something from the unit and

Make

Sense

Example 2:

Historians and archaeologists learn about the past by

Investigating ancient cities

Studying the artifacts they find

Translating foreign languages

Observing what is left behind and

Reading primary sources, because we can’t time-travel

Yet

A G N R C E I E E C N E T

Social Studies Sixth Grade Lessons 30-35:

Review Social Studies Practices 4 and 5 and content standards 6.01-6.62: The social studies practices on constructing and communicating arguments and developing historical awareness will be the focus for comparing and contrasting civilizations, but all content standards will be addressed as well.

Instructions: Lessons 24-29 included review on all the civilizations studied before Ancient Rome. Lessons 30- 35 will synthesize that information as students use what they have reviewed to help compare and contrast their learning on civilizations in sixth grade.

Students should review the “Think Tac Toe” board on the next page. Students will choose and complete one square from the “Think Tac Toe” board for each lesson for lessons 30-35. The activities students choose should complete a straight line across – the line may be vertical, horizontal, or diagonal. Lessons 30-35 adds up to six lessons, so students should have two lines by the completion of Lesson 35. All templates referred to in the “Think Tac Toe” board are provided in the packet after the board.

THINK TAC TOE BOARD: 6th Grade Review

Write one paragraph explaining how Which famous historical leader is Choose three civilizations. Complete geography can give advantageous or the most important? Choose one of the three circle Venn diagram disadvantages to a civilization. Write the historical leaders you learned template comparing and contrasting a second paragraph using one of the about in sixth grade and write a the three civilizations. Each section civilizations you studied this year as an paragraph explaining what they did of your diagram should have at least example and describe how its specific and why they are important. two items in it and they should be geography provided it with written in complete sentences. advantages and disadvantages.

Explain all the types of government Choose two civilizations. Draw a that you learned about in sixth diagram showing their social class Choose two civilizations. Complete grade. You should explain how each system and write a short paragraph the bubble map template comparing type of government worked and under each explaining how each and contrasting the two civilizations. identify which civilizations had that social class system worked. Each circle in the bubble map should type of government. You must have one item in it and it should be include: monarchy, empire, direct written in complete sentences. democracy, oligarchy, and Students may choose between Egypt, representative democracy. India, and Rome for this task.

Choose two civilizations. Rank the top Choose two civilizations. Complete Choose two civilizations. Write one three most important achievements the two circle Venn diagram paragraph explaining the similarities or inventions from each civilization. template comparing and contrasting between the two civilizations and Write a short paragraph for each top the two civilizations. Each section of one paragraph explaining the three list, explaining what each item in your diagram should have at least differences between the two the list was and why it was important. five items in it and they should be civilizations. written in complete sentences.

Triple Venn Diagram Template:

Venn Diagram Template:

Bubble Map Template:

Name of Civilization #1