CHAPTER 6 • OBJECTIVE Ancient Rome and Early Trace the rise and fall of the Roman Empire, and analyze its impact on Christianity, 500 B.C.-A.D. 500 culture, government, and religion. Previewing Main Ideas Previewing Main Ideas Urge students to look for connections POWER AND AUTHORITY Rome began as a republic, a government in which elected officials represent the people. Eventually, absolute rulers between the three main ideas. For exam- called emperors seized power and expanded the empire. ple, point out that Rome’s rise to an Geography About how many miles did the Roman Empire stretch empire led to the spread of Christianity. from east to west? Emphasize the universality of human EMPIRE BUILDING At its height, the Roman Empire touched three desires for power and authority, as well continents—Europe, Asia, and Africa. For several centuries, Rome brought as for a spiritual connection. peace and prosperity to its empire before its eventual collapse. Geography Why was the Mediterranean Sea important to the Roman Empire? Accessing Prior Knowledge RELIGIOUS AND ETHICAL SYSTEMS Out of Judea rose a monotheistic, Ask students to list any ancient Romans or single-god, religion known as Christianity. Based on the teachings of that they can name (Possible Answers: Jesus of Nazareth, it soon spread throughout Rome and beyond. Julius Caesar, Mark Antony) and discuss Geography What geographic features might have helped or hindered the what they already know about them. spread of Christianity throughout the Roman Empire? Invite students to share their knowledge of early Christianity and Judaism. Tell them that Christianity comes from the INTERNET RESOURCES Greek word christos, meaning “messiah” • Interactive Maps Go to classzone.com for: or “savior.” • Interactive Visuals • Research Links • Maps • Interactive Primary Sources • Internet Activities • Test Practice Geography Answers • Primary Sources • Current Events • Chapter Quiz 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 Punic War? (It was unresolved.) this period? (Rome was in a stable condition during this period.)

152 Chapter 6 CHAPTER 6

History from Visuals

Interpreting the Map Ask students to locate Rome and other cities on the map. 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. McDougal Ancient Rome. VHS and DVD. Films for the Glory. Alexandria, VA: Time-Life, 1994. Littell Nextext. Rome’s Humanities & Sciences, 1996. 800-257-5126. Ferrill, Arthur. The Fall of the Roman Empire. major historical figures, Three-dimensional re-creations allow students to London: Thames and Hudson, Ltd, 1986. events, and places are see Rome as it was before the empire collapsed. Excellent description of the Roman army. highlighted in this collec- Roman City. VHS. PBS Video, 1994. Kamm, Antony. The Romans. London and New tion 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. 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 6 • INTERACT 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 • Set the stage for studying the Roman and unrest. Empire and its legacy. • Connect the people and events of the chapter with students’ lives.

EXAMINING the ISSUES

Possible Answers • Results—Essential to keeping the state strong. Integrity—Leads to trust and respect. • Yes—Leaders can usually govern more effectively if they are admired and if people like and trust them. No—Power is what’s important.

Discussion Discuss the leadership qualities and experiences of Alexander and Darius. (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.) L 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

• Which is more important in measuring leadership—results or integrity? • 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 histor y, 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?

• Modern Romance languages trace their origins to • Tensions between rich and poor continue to the language of the Romans. Italian, Spanish, affect society, as they did in the days of French, Portuguese, and Romanian have their patricians and plebeians. basis in Latin. • Classical sculpture and architecture are admired • The United States is a republic, as are many and copied today. other governments worldwide. Rome set the • Greek and Roman mythology is still widely read. stage for these republics. • Civil service—systems of paid workers who • Christianity, which arose during the Roman manage governments—still exists. Empire, remains one of the world’s • Sporting events, though not as violent as main religions. gladiator games, remain popular.

154 Chapter 6 wh10te-020601-0155-0159 8/8/03 2:40 PM Page 155

LESSON PLAN 1 Roman Amphitheater The Court of Theodora, OBJECTIVES of Pula: Arcades 6th century • Describe how geography influenced The Roman Republic Rome’s development. • Explain the main institutions of the Roman Republic.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe how the Punic Wars helped increase Roman power. POWER AND AUTHORITY The Some of the most fundamental • republic • senate early Romans established a values and institutions of • patrician • dictator republic, which grew powerful Western civilization began in the • plebeian • legion FOCUS & MOTIVATE and spread its influence. Roman Republic. • tribune • Punic Wars • consul • Hannibal Explain that the Roman Empire spread its culture to many lands. Ask students to While the great civilization of Greece was in decline, a SETTING THE STAGE suggest ways that American culture has new city to the west was developing and increasing its power. Rome grew from a small settlement to a mighty civilization that eventually conquered the spread to many lands in today’s world. Mediterranean world. In time, the Romans would build one of the most famous (Possible Answers: fast food, movies, and influential empires in history. clothing styles, music)

The Origins of Rome TAKING NOTES Outlining Use an outline INSTRUCT According to legend, the city of Rome was founded in 753 B.C. by Romulus and to organize the main Remus, twin sons of the god Mars and a Latin princess. The twins were aban- ideas and details. The Origins of Rome doned on the Tiber River as infants and raised by a she-wolf. The twins decided to build a city near the spot. In reality, it was men not immortals who built the I. The Origins of Rome A. Critical Thinking city, and they chose the spot largely for its strategic location and fertile soil. B. • Why do you think the myth of the twins Rome’s Geography Rome was built on seven rolling hills at a curve on the II. The Early Republic has endured for so long? (Possible Tiber River, near the center of the Italian peninsula. It was midway between the A. B. Answer: It implies Rome was estab- Alps and Italy’s southern tip. Rome also was near the midpoint of the III. Rome Spreads lished by the gods and would survive Mediterranean Sea. The historian Livy wrote about the city’s site: Its Power A. against all odds. ) PRIMARY SOURCE B. • How was early Rome a multicultural Not without reason did gods and men choose this spot for the site of our city—the society? (three cultures from the outset: [salubrious] hills, the river to bring us produce from the inland regions and sea-borne 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 Italy—all these In-Depth Resources: Unit 2 advantages make it of all places in the world the best for a city destined to grow great. • Guided Reading, p. 26 (also in Spanish) LIVY, The Early History of Rome

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 TEST-TAKING RESOURCES and eventually battled for control. They were the Latins, the Greeks, and the Test Generator CD-ROM 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 Strategies for Test Preparation be the first Romans. Test Practice Transparencies, TT21 Between 750 and 600 B.C., the Greeks established colonies along southern Italy and Sicily. The cities became prosperous and commercially active. They Online Test Practice 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 In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 eEdition CD-ROM • Guided Reading, p. 26 • Guided Reading, p. 26 Stories in History Audio CD Formal Assessment • Building Vocabulary, p. 31 Power Presentations CD-ROM • Section Quiz, p. 88 • Reteaching Activity, p. 46 World Art and Cultures Transparencies Reading Study Guide, p. 55 • AT12 The Forum ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish Electronic Library of Primary Sources • Guided Reading, p. 46 GIFTED AND TALENTED STUDENTS • “Hannibal Crosses the Alps” Reading Study Guide (Spanish), p. 55 Electronic Library of Primary Sources classzone.com Reading Study Guide Audio CD (Spanish) • “Hannibal Crosses the Alps”

Teacher’s Edition 155 wh10te-020601-0155-0159 8/8/03 2:40 PM Page 156

CHAPTER 6 • Section 1 The Etruscans were native to northern Italy. They were skilled metalworkers and engineers. The Etruscans strongly influenced the development of Roman civiliza- tion. They boasted a system of writing, for example, and the Romans adopted their alphabet. They also influenced Rome’s architecture, especially the use of the arch.

The Early Republic The Early Republic 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 • What 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 government positions.) from power in 509 B.C. The Romans declared they would never again be ruled by • What was the advantage to writing a king. Instead, they established a republic, from the Latin phrase res publica, 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 • What 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. The patricians inherited their power and social status. They claimed that their A. Answer Patri- could seize power for long; government cians feared losing perhaps lacked continuity.) ancestry gave them the authority to make laws for Rome. The plebeians were 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 patri- cians want to pre- Twelve Tables An important victory for the plebeians was to force the creation of The Forum vent plebeians from a written law code. With laws unwritten, patrician officials often interpreted the holding important Use the art transparency to show the law to suit themselves. In 451 B.C., a group of ten officials began writing down positions? Roman Forum now. As a bustling center Rome’s laws. The laws were carved on twelve tablets, or tables, and hung in the Forum. They became the basis for later Roman law. The Twelve Tables established of political and market life, it was an the idea that all free citizens had a right to the protection of the law. ideal place for dramatic public speeches. It was the town square, mall, and govern- ▲ Ruins of the ment center all in one. Have interested Forum, the political center of the students research the Forum and Roman Empire, still describe to the class its dimensions, stand in present- day Rome. buildings and artwork, and uses. World Art and Cultures Transparencies • AT12 The Forum

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? 2. How did the Etruscans influence the development I. The Early Republic 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 Task Taking notes to record key ideas Roman law? 451 B.C. Officials begin writing the 1. different groups struggled for power Twelve Tables. Purpose To understand the early development of 5. What were the causes of the first Punic War? 264 B.C. Rome and Carthage go to 6. What tactic did Scipio use to defeat Hannibal? 2. patricians struggled to keep power from war, and Punic Wars begin.

the republic 218 B.C. Second Punic War begins. plebeians 202 B.C. Romans defeat Hannibal’s 7. What was the significance of the Punic Wars for army. Rome? All rights reserved. Instructions Have pairs of students read the information 149 B.C. Third Punic War begins when 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. 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 Senate tribunes consuls dictator greater protection 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 wh10te-020601-0155-0159 8/8/03 2:41 PM Page 157

Comparing Republican Governments CHAPTER 6 • Section 1 Rome United States of America

Executive • Two consuls, elected by the assembly for one year— • A 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 • Senate of 300 members, chosen from aristocracy for • Senate of 100 members, elected by the people life—controls foreign and financial policies, advises for six-year terms—makes laws, advises president on Interpreting Charts consuls. foreign policy. • Centuriate Assembly, all citizen-soldiers are members • House of Representatives of 435 members, elected Ask students to pick one or two for life—selects consuls, makes laws. by the people for two years—makes laws, originates significant differences between the • Tribal Assembly, citizens grouped according to where revenue bills. they live are members for life—elects tribunes and governments of Rome and the United makes laws. States. (Possible Answer: In Rome the Judicial • Praetors, eight judges chosen for one year by • Supreme Court, nine justices appointed for life by senators and other legislators served Centuriate Assembly—two oversee civil and criminal president—highest 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 • Twelve Tables—a list of rules that was the basis of • U.S. Constitution—basic law of the United States Roman legal system Extension Discuss how having legislators in office for life would change the U.S. Citizenship • All adult male landowners • All native-born or naturalized adults 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 Vocabulary long. The same person could not be elected consul again for ten years. Also, one Answer: The United States seems more The word veto consul could always overrule, or veto, the other’s decisions. democratic, because the people elect comes from the The senate was the aristocratic branch of Rome’s government. It had both 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 Senate The Roman Army In addition to their government, the Romans placed great 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 officials were voted in and out of office. military organization and fighting skill of the Roman army were key factors in 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 • two rulers Roman government • 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 • aristocrats • soldiers only • ordinary citizens organization chart for the Roman Republic. Have them insert key • information into the boxes on the chart. Here is an example. serve for life • chose consuls • serve for life • advises consuls After students complete their charts, have them make a similar chart • serve for life • makes laws for the U.S. government. Then lead a discussion of the similarities and differences. Teacher’s Edition 157 wh10te-020601-0155-0159 8/15/03 3:47 PM Page 158

CHAPTER 6 • Section 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- Critical Thinking states to the south. By 265 B.C., the Romans were masters of nearly all Italy. • Why do you think the Romans gave full Rome had different laws and treatment for different parts of its conquered territory. The neighboring Latins on the Tiber became full citizens of Rome. In citizenship to conquered people living territories farther from Rome, conquered peoples enjoyed all the rights of Roman close to Rome? (perhaps to ensure citizenship except the vote. All other conquered groups fell into a third category, their loyalty to Rome) allies of Rome. Rome did not interfere with its allies, as long as they supplied • How did Scipio use Hannibal’s love for troops for the Roman army and did not make treaties of friendship with any other Carthage as a weapon? (He forced state. The new citizens and allies became partners in Rome’s Hannibal to choose between defending growth. This lenient policy toward defeated enemies helped his home and conquering Rome.) Rome to succeed in building a long-lasting empire. For more than two centuries after 265 B.C., Roman power spread Analyzing Issues far beyond Italy. How did its treatment of Rome’s Commercial Network Rome’s location gave it History Makers conquered people easy access to the riches of the lands ringing the affect Rome’s Mediterranean Sea. Roman merchants moved by land and Hannibal expansion? sea. They traded Roman wine and olive oil for a variety of B. Answer Since Ask students what goal Hannibal’s father foods, raw materials, and manufactured goods from other most conquered gave him. (to hate Rome and always lands. However, other large and powerful cities interfered peoples were con- tent with their treat- seek to destroy it) Historians record that with Roman access to the Mediterranean. One such city was ment by Rome, the Scipio asked Hannibal, after defeating Carthage. Once a colony of Phoenicia, Carthage was empire could con- located on a peninsula on the North African coast. Its rise to centrate on him in 193 B.C., to rank the greatest gen- power soon put it in direct opposition with Rome. expansion. erals. Hannibal 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. Ask students if they think Hannibal Punic Wars. Between 264 and 146 B.C., Rome and Carthage was a great leader. Why or why not? Hannibal 247–183 B.C. When Hannibal was only a boy of fought three wars. The first, for control of Sicily and the west- nine, his father, Hamilcar Barca, a ern Mediterranean, lasted 23 years (264–241 B.C.). It ended Vocabulary general in Carthage’s army, made in the defeat of Carthage. The Second Punic War began in The term Punic 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. Carthaginian general named Hannibal. Hannibal was a bril- Rubric Maps should Phoenician. After his defeat at the battle of liant military strategist who wanted to avenge Carthage’s • show Hannibal’s route correctly. Zama and Carthage’s loss in the Second Punic War, Hannibal took earlier defeat. • describe outcome of major battles. refuge among Rome’s enemies. He Hannibal assembled an army of 50,000 infantry, 9,000 Electronic Library of Primary Sources 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 • “Hannibal Crosses the Alps” 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 rather than submit to Rome. through the Alps. Despite losing more than half his men and most of his elephants, the general’s move initially worked. For more than a decade, he marched his forces up and down INTERNET ACTIVITY Create an the Italian peninsula at will. Hannibal won his greatest vic- annotated map of Hannibal’s tory at Cannae, in 216 B.C. There his army inflicted enor- journey through the Alps. Go to mous losses on the Romans. However, the Romans classzone.com for your research. 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 • editorials for or against Roman destruction of Carthage Task Researching the Punic Wars • news stories about one or more important battles Purpose To explore and respond to events and personalities • feature articles about the personalities involved in the struggle Instructions The Punic Wars stretched over a long period of time, involving Urge students to use visual aids in their reports, such as the map on many strong personalities and pivotal events. Have students research the page 159. Students might also find or create new visuals, such as images Punic Wars in greater detail. Encourage students to research in books, of Hannibal 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 wh10te-020601-0155-0159 8/8/03 2:41 PM Page 159

Punic Wars, 264–146 B.C. CHAPTER 6 • Section 1 P S L 0 400 Miles GAUL A

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 History from Visuals Rome a 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 on the map. Ask how the geographic Carthage NUMIDIA position of these cities helps to explain Extent of Carthage’s rule, 264 B.C. Extent of Roman rule, 264 B.C. Zama (202 B.C.) M their desire to destroy each other. (Both e d Additional Roman territory, 146 B.C. i t e 0 ° r r a cities command strategic sections of the Hannibal’s invasion route n e a n S e a Scipio’s invasion route AFRICA 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 Carthage. (Tunis) C. Answer They Hannibal’s boldness. A general named Scipio (SIHP•ee•oh) devised a plan to eliminated major attack Carthage. This strategy forced Hannibal 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.), Rome laid siege to Carthage. In 146 1. Movement about 1,400 miles of western half of the Mediterranean. B.C., the city was set afire and its 50,000 inhabitants sold into slavery. Its territory 2. Region parts of Spain, Italy, and was made a Roman province. Numidia; Macedonia, Greece, Rome’s victories in the Punic Wars gave it dominance over the western Dalmatia, Sicily; Sardinia, Corsica Drawing Mediterranean. The Romans then went on to conquer the eastern half. By about 70 Conclusions Why were B.C., Rome’s Mediterranean empire stretched from Anatolia in the east to Spain in the Punic Wars the west. As you will read in Section 2, however, such growth and power brought important? with it a new set of difficulties. ASSESS SECTION1 ASSESSMENT SECTION 1 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • republic • patrician • plebeian • tribune • consul • senate • dictator • legion • Punic Wars • 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? 4. What was the significance of army? Why? • Section Quiz, p. 88 I. The Origins of Rome the Twelve Tables? 7. ANALYZING ISSUES Do you agree with claims that early A. 5. How was Hannibal’s attack on Rome had achieved a “balanced” government? Explain. B. II. The Early Republic Rome daring and different? 8. CLARIFYING How did Rome expand its territory and RETEACH A. maintain control over it? B. POWER AND AUTHORITY Use the Guided Reading activity for III. Rome Spreads 9. WRITING ACTIVITY Write a brief 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 • Guided Reading, p. 26 Use the library and other resources to locate any monuments built to either Hannibal or the • Reteaching Activity, p. 46 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. 156 • patrician, p. 156 • plebeian, p. 156 • tribune, p. 156 • consul, p. 157 • senate, p. 157 • dictator, p. 157 • legion, p. 157 • Punic Wars, p. 158 • Hannibal, p. 158 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 republi- conquest, maintained control by just plebeians, B. written laws. III. A. thriving trade, can 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). • identify the monument’s 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 • tell who built the monument and why. surprise attack. Teacher’s Edition 159 wh10te-020602-0160-0167 8/8/03 2:29 PM Page 160

LESSON PLAN 2 OBJECTIVES Roman Amphitheater The Court of Theodora, • Analyze problems facing the Republic. of Pula: Arcades 6th century • Summarize events leading to creation The Roman Empire of the Roman Empire. • Describe the empire’s economy and government. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

EMPIRE BUILDING The The Roman Empire has served • civil war • triumvirate FOCUS & MOTIVATE creation of the Roman Empire throughout history as a model • Julius • Augustus transformed Roman govern- of political organization and Caesar • Pax Romana Tell students that the Romans found it ment, society, economy, and control. difficult to share power and run such culture. a large empire at the same time. Ask As Rome enlarged its territory, its republican form of students to share difficulties they’ve SETTING THE STAGE government grew increasingly unstable. Eventually, the Roman Republic gave way observed with group decision making. to the formation of a mighty dictator-ruled empire that continued to spread (Possible Answers: tension in school Rome’s influence far and wide. clubs, family decisions, city government) TAKING NOTES The Republic Collapses Clarifying Make a INSTRUCT bulleted chart showing Rome’s increasing wealth and expanding boundaries brought many problems. how Rome changed as The most serious were growing discontent among the lower classes of society The Republic Collapses it became an empire. and a breakdown in military order. These problems led to a shakeup of the republic—and the emergence of a new political system. Critical Thinking Changes in Rome Economic Turmoil As Rome grew, the gap between rich and poor grew wider. • How would limiting the size of Dictator claims Many of Rome’s rich landowners lived on huge estates. Thousands of enslaved . sole power Roman estates help the poor? . persons—many of whom had been captured peoples in various wars—were 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 • Which do you think threatened Caesar’s 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 Explain. (His popularity, as it was the jobless. Most stayed in the countryside and worked as seasonal migrant laborers. true source of power.) Some headed to Rome and other cities looking for work. They joined the ranks of the urban poor, a group that totaled about one-fourth of Roman society. In-Depth Resources: Unit 2 Two brothers, Tiberius and Gaius (GUY•us) Gracchus (GRAK•us), attempted • Guided Reading, p. 27 (also in Spanish) 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: TEST-TAKING RESOURCES Test Generator CD-ROM PRIMARY SOURCE The savage beasts have their . . . dens, . . . but the men who bear arms and expose Strategies for Test Preparation 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. Test Practice Transparencies, TT22 TIBERIUS GRACCHUS quoted in Plutarch, The Lives of Noble Greeks and Romans

Online Test Practice 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 Reading Study Guide (Spanish), p. 57 • Primary Source: from The Gallic War, p. 35 In-Depth Resources: Unit 2 Reading Study Guide Audio CD (Spanish) • Literature: from Julius Caesar, p. 39 • Guided Reading, p. 27 Electronic Library of Primary Sources • Geography Application, p. 33 STRUGGLING READERS • “How Cleopatra Charmed Antony” • History Makers: Cleopatra, p. 42; Julius Caesar, p. 43 In-Depth Resources: Unit 2 • “Wall Inscriptions from Pompeii” Formal Assessment • Guided Reading, p. 27 • Section Quiz, p. 89 • Building Vocabulary, p. 31 • Reteaching Activity, p. 47 eEdition CD-ROM ENGLISH LEARNERS Reading Study Guide, p. 57 Power Presentations CD-ROM In-Depth Resources in Spanish Reading Study Guide Audio CD • Guided Reading, p. 47 Geography Transparencies • Geography Application, p. 52 GIFTED AND TALENTED STUDENTS • GT6 Expansion of the Roman Empire, 500 B.C.–A.D.117 In-Depth Resources: Unit 2 classzone.com 160 Chapter 6 wh10te-020602-0160-0167 8/15/03 3:49 PM Page 161

A period of civil war, or conflict between groups within the same country, CHAPTER 6 • Section 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 Makers landless poor by promising them land. These soldiers fought for pay and owed alle- History giance only to their commander. They replaced the citizen-soldiers whose loyalty Julius Caesar had been to the republic. It now was possible for a military leader supported by his 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, set up a new calendar, called the Julian he served only one year as consul. He then appointed himself governor of Gaul calendar. Based on a solar year instead (now France). During 58–50 B.C., Caesar led his legions in 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 Julius Caesar The reports of Caesar’s successes in Gaul made him very month, July, was named for Julius Caesar. 100–44 B.C. popular with the people of Rome. Pompey, who had become In 44 B.C., on March 15, Caesar (His birthday was in that month.) his political rival, feared Caesar’s ambitions. In 50 B.C., 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 • History Makers: Cleopatra, p. 42; Julius Caesar defied the senate’s order. On the night of January to legend, his wife, Calpurnia, begged Caesar, p. 43 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 Have students read more about Julius same year, the senate appointed him dictator. In 44 B.C., he 23 times, as depicted in the painting below. They were led by Gaius Cassius Caesar, then comment on how he might was named dictator for life. and Caesar’s friend Marcus Brutus. fare as a leader today. Students might Caesar’s Reforms Caesar governed as an absolute ruler, Caesar’s last words were “Et tu, one who has total power. However, he started a number of Brute?” (“You, too, Brutus?”) consider Caesar’s method of leadership, reforms. He granted Roman citizenship to many people in the risks he took and how he evaluated the provinces. He expanded the senate, adding friends and RESEARCH LINKS For more on Julius these, and the ways he encouraged supporters from Italy and other regions. Caesar also helped Caesar, go to classzone.com loyalty among his people and soldiers. In-Depth Resources: Unit 2 • Primary Source: from The Gallic War, p. 35 • Literature: from Julius Caesar, p. 39

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 • Julius Caesar 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 • Assassins of Julius Caesar were motivated by a desire 11. Demonstrates ability to motivate others

for power. All rights reserved. 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. ______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 wh10te-020602-0160-0167 8/8/03 2:30 PM Page 162

CHAPTER 6 • Section 2 the poor by creating jobs, especially through the construction of new public build- ings. 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 A. Possible Answer frugal life.) banded together to crush the assassins. Caesar’s 18-year-old grandnephew and Caesar had total adopted son Octavian (ahk•TAY•vee•uhn) joined with an experienced general In addition to his title of Augustus, power, and there named Mark Antony and a powerful politician named Lepidus. In 43 B.C., they took were no govern- the first emperor of Rome was called control of Rome and ruled for ten years as the Second Triumvirate. mental means to princeps civis, or “first citizen.” Augustus Their alliance, however, ended in jealousy and violence. Octavian forced remove him from office. could easily have made himself dictator Lepidus to retire. He and Mark Antony then became rivals. While leading troops 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 Ask students to decide whether Julius plotting to rule Rome from Egypt, and another civil war erupted. Octavian defeated Caesar or his grandnephew Octavian the combined forces of Antony and Cleopatra at the naval battle of Actium in 31 B.C. Later, Antony and Cleopatra gave more to Rome. committed suicide. While he restored some aspects of the republic, Octavian became the unchallenged ruler of Rome. Eventually he Tip for Struggling Readers accepted the title of Augustus (aw•GUHS•tuhs), or “exalted one.” He also kept the title imperator, or “supreme military Use a flow chart to summarize the steps commander,” a term from which emperor is derived. Rome 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 Augustus A Vast and Powerful Empire 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— “Roman peace.” 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 3 million square miles. Its population numbered between 60 Romana refer? • How did Augustus’s rule set the stage ancient world. Yet, amid the pomp of and 80 million people. About 1 million people lived in the B. Answer a period for the Pax Romana? What does this Rome, he lived a simple and frugal of nearly two cen- suggest about the relative importance life. His home was modest by Roman city of Rome itself. turies of peace and standards. His favorite meal consisted of an individual leader? (Augustus’s A Sound Government The Romans held their vast empire prosperity for the of coarse bread, a few sardines, and together in part through efficient government and able Roman Empire stable government system withstood a piece of cheese—the usual food of rulers. Augustus was Rome’s ablest emperor. He stabilized changes in leadership; the system is a common laborer. Augustus was also a very religious the frontier, glorified Rome with splendid public buildings, more important than the individual.) and family-oriented man. He held to and created a system of government that survived for cen- Vocabulary • What effect did the system of roads a strict moral code. He had his only turies. He set up a civil service. That is, he paid workers to The term civil have on the Roman Empire? child, Julia, exiled from Rome for not manage the affairs of government, such as the grain supply, service refers to being faithful in her marriage. (connected the vast empire, enabled tax collection, and the postal system. Although the senate persons employed in the civil adminis- trade and military action) still functioned, civil servants drawn from plebeians and tration of govern- RESEARCH LINKS For more on even former slaves actually administered the empire. ment. In-Depth Resources: Unit 2 Augustus, go to classzone.com After Augustus died in A.D. 14, the system of government • Geography Application: The Roads of the that he established maintained the empire’s stability. This Roman Empire, p. 33 162 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 Event 2 Purpose To gain understanding of Caesar’s rise and fall Rubicon and defeats Instructions Have students use a flow chart to fill in the Pompey. events of Caesar’s rise to power, his assassination, and the Octavian defeats All rights reserved.

civil wars that followed. Lead students through the text Antony and becomes © McDougal Littell Inc. Event 1 when Caesar is introduced through when Octavian Caesar appointed emperor. became emperor, pp. 161–162. Point out that the assassi- dictator. nation 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 wh10te-020602-0160-0167 8/8/03 2:31 PM Page 163

Trade in the Roman Empire, A.D. 200 CHAPTER 6 • Section 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 Interpreting the Map Loire R. OCEAN S L P Aquileia A DACIA Have students note the direction of trade Dan CA A ube UC as indicated by the arrows. Why are no Massalia d Salonae R. AS ri US C PYRENEESNarbo at Black Se M ITALY ic a OU a N s arrows pointing away from Rome? What Rome S TA p e IN i a S 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 going out; Rome had the wealth to pay Gades Carthage M Antioch edi for trade goods, not simply exchange.) I N S ter N T A ran Damascus M O U ean Z A S Se A Extension Have students work in pairs T L a Caesarea G A R Jerusalem Ctesiphon O S to list the sources of the following items AFRICA Alexandria M O U sent to Rome: grain, olive oil, wine, met- EGYPT N . T R ARABIA A e I als, wild animals, and enslaved persons.

l N 0 500 Miles i S N (Grain—Africa, Europe. Olive oil—Europe. 0 1,000 Kilometers Wine—Europe. Metals—Europe, Asia. Wild

GEOGRAPHY0 ° SKILLBUILDER: Interpreting Maps 40 ° E Tropic of Cancer animals and enslaved persons—Europe, 1. Movement From what three continents did trade goods come to Rome? 2. Location Which goods were supplied by all three areas? Asia, Africa.)

was due mainly to the effectiveness of the civil service in carrying out day-to-day SKILLBUILDER Answers operations. The Romans managed to control an empire that by the second century 1. Movement Europe, Asia, Africa A.D. reached from Spain to Mesopotamia, from North Africa to Britain. Included 2. Location wild animals and 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 • Examine 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 Roman world? (Strength, power, and and southern Russia. These roads were originally built by the Roman army for mil- itary 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 • What aspects of Roman 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 discussing Task Analyzing and comparing descriptive words 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 • violent • kind in the section to describe Roman values: • controlling • wise strength/beauty power/grace usefulness/elegance • nasty • organized Have students work with those more proficient in English to think of sen- • worried • compassionate tences that illustrate the different meaning of each pair. Students might • sensible also draw pictures—for example, a picture of a wrestler to show power and • 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 wh10te-020602-0160-0167 8/15/03 3:50 PM Page 164

CHAPTER 6 • Section 2 Roman Emperors, A.D. 37–A.D. 180 Bad Emperors Good Emperors Caligula Nero Domitian Nerva Hadrian Marcus Aurelias • 37–41 • 54–68 • 81–96 • 96–98 • 117–138 • 161–180 • Mentally • Good admin- • Ruled • Began custom • Consolidated • Brought empire History from Visuals disturbed istrator but dictatorially of adopting heir earlier conquests to height of vicious • Feared treason Trajan • Reorganized the economic • Murdered many everywhere and • 98–117 bureaucracy prosperity Interpreting the Chart executed many • Defeated • Persecuted • Empire reached Antoninus Pius invaders Ask students to study the chart of “bad” Christians its greatest extent • 138–161 • Wrote philosophy and “good” Roman emperors. Discuss • Undertook vast • Reign largely a building program period of peace with the class the benefits and drawbacks • Enlarged social and prosperity of having one person rule an empire or welfare nation. What are the advantages of a sin- gle ruler at the top? What 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 opposition, chance to reform laws and philosophers all shared the crowded, noisy streets. Here, people from all walks of 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 Caligula and important to the economy. The Romans made more use of slaves than any previ- Trajan and national wealth used for personal ous civilization. Numbers of slaves may have reached as high as one-third of the pop- gain, lack of or bad successor.) ulation. 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 owner. They could be punished, rewarded, set free, or put to death as More About . . . their master saw fit. Slaves worked both in the city and on the farm. Many were treated cruelly and Rich and Poor Romans worked at hard labor all day long. Some—strong, healthy males—were forced to become gladiators, or professional fighters, who fought to the death in public contests. Most wealthy city dwellers also had coun- 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. In provinces such as Gaul, North Gods and Goddesses The earliest Romans worshiped powerful spirits or divine Africa, and Britannia, these estates grew forces, called numina, that they thought resided in everything around them. Closely much of the empire’s 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 In 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. Thousands of such buildings state. Romans were expected to honor them not only in private rituals at shrines in filled Rome’s slums. The 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 supposedly 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

Name Date

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 45 minutes Prompt 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, Romans might have had. For example, terror, he steered his course direct to the point of dispersed the rest of the party, and obliged him to Task Writing a short story or plot outline danger, and with so much calmness and presence rise. He raised himself up with the assistance of 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- • A 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 To explore and describe daily life in marks of violence upon it, in the dress in which he Meanwhile broad flames shone out in several places 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- required for a business banquet er. But my uncle, in order to soothe the apprehen- ly related to you what I was either an eye-witness of Roman times sions of his friend, assured him it was only the myself or received immediately after the accident 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 All rights reserved. Instructions Review “Society and Culture,” pages 164–165 • A charioteer may need to win an important race had continued there any time longer, it would have thing writing to the public. Farewell. 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 “Social History,” pages 166–167, with students. • A poor child gets lost coming home from 1. Using Research in Writing Find out about © McDougal Littell Inc. 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 Direct them to write a story or plot outline set in Rome. the Colosseum showers, and threatened destruction. In this choice diagram to illustrate your findings. The story may involve rich or poor Romans, gladiators or • A family is separated when Vesuvius erupts 38 Unit 2, Chapter 6 charioteers. Refer students to the section illustrations and Ask students to share their plot outlines. In-Depth Resources: Unit 2 primary sources to research the story setting.

164 Chapter 6 wh10te-020602-0160-0167 8/8/03 2:32 PM Page 165

CHAPTER 6 • Section 2

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 Gladiator Games determined his fate. A thumbs up sign from him meant that the fighter would Ask students to consider how the live. Thumbs down meant his death. Romans’ interest in racing and athletics The crowd usually played a key role in these life-and-death decisions. If the reflects their values. (Romans valued masses liked the fallen gladiator, he 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 hol- idays 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 crea- tures 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. ASSESS 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 Have 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. SECTION2 ASSESSMENT Formal Assessment • Section Quiz, p. 89 TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • civil war • Julius Caesar • triumvirate • Augustus • Pax Romana RETEACH USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING Ask students to create a time line with 2. What changes do you 3. What factors contributed to the 6. ANALYZING CAUSES What role did Julius Caesar play in 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 republic’s end and the formation of the for the Romans’ success in remained similar from republic to empire? Changes in Rome Roman Empire. Students may use the controlling such a large 8. RECOGNIZING EFFECTS What was Augustus’s greatest Dictator claims empire? contribution to Roman society? Why? transparency to trace the empire’s expan- . sole power 5. What measures did the 9. WRITING ACTIVITY EMPIRE BUILDING Write a brief sion as they extend the time line. Have . government take to distract . dialogue in which various members of society comment students explain why each event was and control the masses of on conditions in the Roman Empire during the Pax 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 • GT6 Expansion of the Roman Empire, CONNECT TO TODAY CREATING A POSTER 500 B.C.–A.D.117 Create a poster depicting the sporting events and other forms of entertainment that you enjoy watching. Include an introductory paragraph that explains what about them appeals to you. In-Depth Resources: Unit 2 • Reteaching Activity, p. 47 Ancient Rome and Early Christianity 165

ANSWERS

1. civil war, p. 161 • Julius Caesar, p. 161 • triumvirate, p. 161 • Augustus, p. 162 • Pax Romana, p. 162 2. Sample Answer: Negatives—Increasing 6. Possible Answer: Caesar helped restore order, • use details from the text to generate slavery, gap between rich and poor. then seized power. His occupation of Rome realistic comments. Positive—Christianity begins. and his rule as dictator effectively ended CONNECT TO TODAY 3. economic inequality, military upheaval, civil the republic. Rubric Posters should war, the rise of Caesar 7. Possible Answer: wide disparity continued • clearly show sporting activities. 4. an efficient system of government, able rulers, between rich and poor • include a concise explanatory paragraph. strong military 8. his system of government, which kept the • use photos, art, or readers’ own drawings. 5. provided many free games and gladiator empire strong and stable contests and organized many 9. Rubric Dialogues should celebratory holidays • focus on the changes associated with the rise of the empire.

Teacher’s Edition 165 CHAPTER 6 • Section 2

Life in a Roman Villa 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. The Villa •Describe what life in a Roman villa Very few Romans could afford to was like. live in such luxury, but those who RESEARCH LINKS For more on life could left a legacy that still inspires wonder. FOCUS & MOTIVATE in a Roman villa, go to classzone.com 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.) INSTRUCT

Critical Thinking • How does a typical villa meal compare to a typical meal today? (Possible Answer: Today’s meals are smaller and usually include fewer courses.) • Consider the risks of living near Vesuvius. How have the dangers changed since Roman times? (They are growing. The volcano is erupting more frequently and there are many more 1 3 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.

166 Chapter 6

RECOMMENDED RESOURCES

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, talking Shelton, Jo-ann. As the Romans Did: A 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.

166 Chapter 6 CHAPTER 6 • Section 2

Pompeii • 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 • 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 • 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 ▲ Frescoes • 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 court, and three public baths. million people live and work 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 were unprepared for the huge eruption Romans maintained A.D. 1-500 3 gardens decorated with of A.D.79. fountains, sculptures, and frescoes. 501-1000 5 Electronic Library of Primary Sources 4 •“Wall Inscriptions from Pompeii” Years 1001-1500 2

1501-2000* 20+

051015 20 Number of Eruptions

* The last eruption occurred in 1944. Source: Encyclopaedia Britannica ▲ 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

CONNECT TO TODAY: ANSWERS

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 wh10te-020603-0168-0172 8/8/03 2:42 PM Page 168

LESSON PLAN 3 OBJECTIVES Roman Amphitheater The Court of Theodora, • Summarize the life of Jesus. of Pula: Arcades 6th century • Trace the spread of Christianity in the The Rise of Christianity Roman Empire. • Analyze Christianity’s appeal. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

FOCUS & MOTIVATE RELIGIOUS AND ETHICAL Christianity has spread • Jesus • Constantine Tell students that Christianity arose during SYSTEMS Christianity arose in throughout the world and today • apostle • bishop Roman-occupied Judea and has more than a billion • Paul • Peter Roman times. Ask how common this faith spread throughout the Roman followers. • Diaspora • pope is today in the U.S. and the rest of the Empire. world. (Possible Answer: extremely While religion played an important role in Roman common and prevalent in the U.S. and SETTING THE STAGE society, the worship of Roman gods was impersonal and often practiced with- in large parts of the world) out a great deal of emotion. As the empire grew, so, too, did a new religion called Christianity. Born as a movement within Judaism, it emphasized a more INSTRUCT personal relationship between God and people—and attracted many Romans. The Life and Teachings TAKING NOTES The Life and Teachings of Jesus Following Chronological of Jesus Order Use a sequence Roman power spread to Judea, the home of the Jews, around 63 B.C. At first the graphic to showw the Jewish kingdom remained independent, at least in name. Rome then took control Critical Thinking events that led to the of the Jewish kingdom in A.D. 6 and made it a province of the empire. A number spread of Christianity . • How were Jesus’s teachings at odds of Jews, however, believed that they would once again be free. According to bib- with Roman values and religious ideas? lical tradition, God had promised that a savior known as the Messiah would arrive and restore the kingdom of the Jews. Roughly two decades after the (taught love and acceptance rather Rome takes over Jewish beginning of Roman rule, many believed that such a savior had arrived. than strength and power; taught kingdom. Jesus of Nazareth Although the exact date is uncertain, historians believe that monotheism vs. worship of many gods) sometime around 6 to 4 B.C., a Jew named Jesus was born in the town of • Why might both the Romans and Bethlehem in Judea. Jesus was raised in the village of Nazareth in northern the chief Jewish priests have felt threat- Palestine. He was baptized by a prophet known as John the Baptist. As a young ened by Jesus? (He was popular; he man, he took up the trade of carpentry. preached to the poor and powerless.) 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- In-Depth Resources: Unit 2 ings contained many ideas from Jewish tradition, such as monotheism, or belief • Guided Reading, p. 28 (also in Spanish) in only one god, and the principles of the Ten Commandments. 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 TEST-TAKING RESOURCES also taught that God would end wickedness in the world and would establish an Test Generator CD-ROM eternal kingdom after death for people who sincerely repented their sins. (Refer to pages 286–287 for more about Christianity.) Strategies for Test Preparation A Growing Movement Historical records of the time mention very little about Test Practice Transparencies, TT23 Jesus. The main source of information about his teachings are the Gospels, the Online Test Practice first four books of the New Testament of the Bible. 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

SECTION 3 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 • from the Gospel According to Matthew in the Bible • Guided Reading, p. 28 • Guided Reading, p. 28 Formal Assessment • Building Vocabulary, p. 31 • Section Quiz, p. 90 • Reteaching Activity, p. 48 eEdition CD-ROM Reading Study Guide, p. 59 Power Presentations CD-ROM ENGLISH LEARNERS Reading Study Guide Audio CD Electronic Library of Primary Sources In-Depth Resources in Spanish • from the Gospel According to Matthew in the Bible • Guided Reading , p. 48 GIFTED AND TALENTED STUDENTS classzone.com Reading Study Guide (Spanish), p. 59 In-Depth Resources: Unit 2 Reading Study Guide Audio CD (Spanish) • Primary Source: from Emperor Galerius’ Edict of Toleration, p. 36

168 Chapter 6 wh10te-020603-0168-0172 8/8/03 2:43 PM Page 169

As Jesus preached from town to town, his fame grew. He attracted large crowds, CHAPTER 6 • Section 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 John (written A.D. 75–90) are later. More Jesus’ Death Jesus’ growing popularity concerned both Roman and Jewish leaders. evidence about the life of Jesus can be When Jesus visited Jerusalem about A.D. 29, enthusiastic crowds greeted him as the Messiah, or king—the one whom the Bible had said would come to rescue the found in the letters of Paul, which were A. Possible Answer Jews. The chief priests of the Jews, however, denied that Jesus was the Messiah. written in A.D. 50 and are the earliest He did good works, They said his teachings were blasphemy, or contempt for God. The Roman gover- surviving Christian texts. The Gospels of preached the word nor Pontius Pilate accused Jesus of defying the authority of Rome. Pilate arrested Matthew, Mark, and Luke agree so closely of God, rose after Jesus and sentenced him to be crucified, or nailed to a large wooden cross to die. 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- called a synopsis. They are, therefore, Hypothesizing lowers. The Gospels go on to say that then he ascended into heaven. The apostles Why did the were more convinced than ever that Jesus was the Messiah. It was from this belief called the Synoptic Gospels. followers of Jesus 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.” ▼ Christ’s Charge Christianity Spreads Through Christianity Spreads Through the Empire to Saint Peter by Renaissance the Empire Strengthened by their conviction that he had triumphed over death, the followers of artist Raphael Jesus continued to spread his ideas. Jesus’ teachings did not contradict Jewish law, and depicts Jesus call- Critical Thinking his first followers were Jews. Soon, however, these followers began to create a new ing the apostle religion based on his messages. Despite political and religious opposition, the new Peter to duty as • Why was the apostle Paul so important the other apostles to the spread of Christianity? (Paul religion of Christianity spread slowly but steadily throughout the Roman Empire. look on. traveled widely and interpreted Christ’s teachings in ways that further distinguished them from Jewish law.) • Why do you think Christian persecution rose as the Pax Romana crumbled? (Possible Answer: The worse Rome’s problems were, the more leaders needed a scapegoat.)

169

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

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 Purpose To learn about Jesus’ use of parables (Matthew 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 • from the Gospel According to Matthew in the Bible 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 wh10te-020603-0168-0172 8/15/03 3:52 PM Page 170

CHAPTER 6 • Section 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 reportedly 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 influential The movement of Jews into Europe and letters, called Epistles, to groups of believers. In his teaching, Paul stressed that other parts of the world occurred slowly. Jesus was the son of God who died for people’s sins. He also declared that Ask students to research such topics as Christianity should welcome all converts, Jew or Gentile (non-Jew). It was this uni- versality that enabled Christianity to become more than just a local religion. the leader Judas Maccabee, the siege of Masada, the development of Yiddish lan- Jewish Rebellion During the early years of Christianity, much Roman attention was focused on the land of Jesus’ birth and on the Jews. In A.D. 66, a band of Jews guage, the Hebrew calendar, the building rebelled against Rome. In A.D. 70, the Romans stormed of synagogues, or the Bar Kohkba Revolt. Mediterranean Jerusalem and destroyed the Temple complex. All that Sea Direct students to references such as A GALILEE remained was a western portion of the wall, which today is the Jerusalem JUDEA Historical Atlas of the Jewish People from holiest Jewish shrine. The Jewish fortress near Masada (see Dead Masada Sea the Times of the Patriarchs to the Present, map at right) held out until A.D. 73. About a half million Jews ed. by Eli Barnavi (Knopf, 1992). were killed in the course of this rebellion. The Jews made another attempt to break free of the Romans in A.D. 132. Another half-million Jews died in three years of fighting. Although the Jewish religion survived, the Vocabulary Note: Word Origins Jewish political state ceased to exist for more than 1,800 The term scapegoat comes from the The Jewish Diaspora years. Most Jews were driven from their homeland into Old Testament, or Hebrew Bible. Aaron Centuries of Jewish exile followed exile. This dispersal of the Jews is called the Diaspora. the destruction of their temple and confessed the Israelites’ sins over a the fall of Jerusalem in A.D. 70. This Persecution of the Christians Christians also posed a goat, then sent the goat to carry the sins period is called the Diaspora, from problem for Roman rulers. The main reason was that they away symbolically. the Greek word for “dispersal.” Jews refused to worship Roman gods. This refusal was seen as fled to many parts of the world, opposition to Roman rule. Some Roman rulers also used Vocabulary including Europe. Christians as 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. B. Answer It cuted Christians as martyrs. Martyrs were people willing to embraced all peo- sacrifice their lives for the sake of a belief or a cause. ple, gave hope to A World Religion powerless, and A World Religion appealed to those Critical Thinking who were repelled Despite persecution of its followers, Christianity became a powerful force. By the by Roman • Why do you think church leaders could late third century A.D., there were millions of Christians in the Roman Empire and extravagances. not agree about the new religion? beyond. The widespread appeal of Christianity was due to a variety of reasons. (Possible Answer: interpretations Christianity grew because it Making varied; leaders wanted power) • embraced all people—men and women, enslaved persons, the poor, and nobles; Inferences Why were the • Explain how establishing a church • gave hope to the powerless; • appealed to those who were repelled by the extravagances of imperial Rome; citizens of the structure helped Christianity spread. Roman Empire so • offered a personal relationship with a loving God; (People gained access to church drawn to • promised eternal life after death. Christianity? teachings more easily.)

170 Chapter 6

Name Date

CHAPTER 6 GUIDED READING The Rise of Christianity DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Section 3

A. Percepción de causa y efecto Al leer acerca del surgimiento de la cristiandad, llena los cuadros.

¿Qué influencia tuvo cada persona o pueblo sobre el desarrollo de la cristiandad como una nueva religión? Comparing Religions 1. Jesús de Nazaret 2. Los judíos

Class Time 10 minutes 3. Poncio Pilato Task Comparing Judaism and Christianity to see overlaps Christian Jewish 4. Pedro

• • ¿Cómo contribuyeron los siguientes elementos o personas a la expansión de la cristiandad? Purpose To gain understanding by organizing visually belief that Both belief that 5. Pax Romana

Instructions Recall with students that Christianity arose Jesus is the • belief in Jews are the 6. Pablo

7. Constantino from Jewish teachings. Students may wish to use the Messiah one God chosen people All rights reserved. • • 8. Teodosio Guided Reading activity in Spanish to help them trace the acceptance • belief in the Ten adherence to © McDougal Littell Inc. B. Percepción de relaciones Al reverso de esta hoja, explica cómo se relacionan of Gentiles Jewish law estos términos con la cristiandad. development of Christianity. To help students recognize Commandments apóstol obispo Papa herejía similarities and differences between the religions, work and Jews 66 Unit 2, Chapter 6 with students to complete a Venn diagram. Here is alike In-Depth Resources in Spanish an example.

170 Chapter 6 wh10te-020603-0168-0172 8/8/03 2:44 PM Page 171

Spread of Christianity in the Roman World to A.D. 500 CHAPTER 6 • Section 3

E 40 ° 0 ° North Sea BRITAIN R h Christian areas, 325 in e

R Additional Christian areas, 500 History from Visuals . Boundary of Roman Empire, 395 Da nube R. Interpreting the Map

ATLANTIC GAUL Ask students where Christianity devel- OCEAN oped first. (near the most populated C a s areas) Have them study the geographic ITALY Black Sea p i Rome a Constantinople barriers to travel such as mountains, SPAIN n Nicaea ° rivers, and oceans. Discuss why 40 N ARMENIA S GREECE ANATOLIA e a Christianity’s spread so closely paralleled Med ite Corinth Hippo rr the empire’s boundaries. (Missionaries an Antioch ea n SYRIA used the empire’s roads and trade routes 0 500 Miles Sea JUDEA to travel to distant places.) 0 1,000 Kilometers Jerusalem Alexandria Extension Have students write a sen-

EGYPTR. Nile P tence summarizing the map’s informa- e rs ia n tion. (Possible Answer: From 325 to 500, G 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 every province of the Roman Empire.) Christianity’s spread by A.D. 500?

SKILLBUILDER Answers Constantine Accepts Christianity A critical moment in Christianity occurred in 1. Location Anatolia A.D. 312, when the Roman emperor Constantine was fighting three rivals for lead- ership of Rome. He had marched to the Tiber River at Rome to battle his chief 2. Region Britain to the north, Egypt to rival. On the day before the battle at Milvian Bridge, Constantine prayed for divine the south, Spain to the west, and help. He reported that he then saw an image of a cross—a symbol of Christianity. Armenia to the east He ordered artisans to put the Christian symbol on his soldier’s shields. Constantine and his troops were victorious in battle. He credited his success to the help of the Christian God. In the next year, A.D. 313, Constantine announced an end to the persecution of More About . . . Christians. In the Edict of Milan, he declared Christianity to be one of the religions approved by the emperor. Christianity continued to gain strength. In 380, the Constantine emperor Theodosius made it the empire’s official religion. Constantine was among the first rulers in the Western world to champion religious Vocabulary Early Christian Church By this time, Christians had given their religion a struc- A hierarchy is a ture, much as the Roman Empire had a hierarchy. At the local level, a priest led equality. The Edict of Milan guaranteed group of persons each small group of Christians. A bishop, who was also a priest, supervised sev- all citizens of the empire the right to organized in order eral local churches. The apostle Peter had traveled to Rome from Jerusalem and of ranks, with each worship as they chose. became the first bishop there. According to tradition, Jesus referred to Peter as the level subject to the Constantine also supported the Christian authority of the one “rock” on which the Christian Church would be built. As a result, all priests and above. bishops traced their authority to him. Church generously, giving huge estates Eventually, every major city had its own bishop. However, later bishops of and funding construction of great cathe- Rome claimed to be the heirs of Peter. These bishops said that Peter was the first drals. Eastern Orthodox Churches regard pope, the father or head of the Christian Church. They said that whoever was him as a saint. bishop of Rome was also the leader of the whole Church. Also, as Rome was the capital of the empire, it seemed the logical choice to be the center of the Church. In-Depth Resources: Unit 2 • Primary Source: from Emperor Galerius’ Edict of Toleration, p. 36 Ancient Rome and Early Christianity 171

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 organiza- tion 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 wh10te-020603-0168-0172 8/15/03 3:53 PM Page 172

CHAPTER 6 • Section 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, the More About . . . 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 to Augustine grew up with a Christian Nicaea in Anatolia. There they wrote the Nicene Creed, which defined the basic mother and a pagan (non-Christian) beliefs of the Church. father. He explored both views before The Fathers of the Church Also influential in defining Church teachings were committing to Christianity. Augustine’s several early writers and scholars who have been called the Fathers of the Church. view that God is present in every One of the most important was Augustine, who became bishop of the city of Hippo in North Africa in 396. Augustine taught that humans needed the grace of God to person’s soul reflects the influence of .C. Possible be saved. He further taught that people could not receive God’s grace unless they Greek philosophers. However, Augustine Answer He wanted belonged to the Church and received the sacraments. to comfort the also believed that only some people will One of Augustine’s most famous books is The City of God. It was written after Romans by remind- receive God’s grace. This idea became Rome was plundered in the fifth century. Augustine wrote that the fate of cities ing them that there fundamental in later Christian sects such such as Rome was not important because the heavenly city, the city of God, could was an eternal city that would never be never be destroyed: as Calvinism and Lutheranism. 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 St. doomed to undergo eternal punishment with the Devil. Augustine write his book after Rome ST. 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. ASSESS

SECTION 3 ASSESSMENT SECTION3 ASSESSMENT Pair students to quiz each other on the TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. questions. Have students take turns • Jesus • apostle • Paul • Diaspora • Constantine • bishop • Peter • pope asking and answering questions. Formal Assessment USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. What event do you think had 3. What did Jesus emphasize in 6. HYPOTHESIZING Do you think Christianity would have • Section Quiz, p. 90 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. Write 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: Roman Empire, Christian Message, 9. WRITING ACTIVITY RELIGIOUS AND ETHICAL SYSTEMS and Church Organization. Ask students Imagine you are a resident of Judea during the time of to give two or three examples showing Jesus. Write a letter to a friend in Rome describing Jesus and his teachings. how each element helped Christianity 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. • Reteaching Activity, p. 48 172 Chapter 6

ANSWERS

1. Jesus, p. 168 • apostle, p. 168 • Paul, p. 170 • Diaspora, p. 170 • Constantine, p. 171 • bishop, p. 171 • Peter, p. 171 • pope, p. 171 2. Sample Answer: Jesus of Nazareth 5. It defined the Church’s basic beliefs. 9. Rubric Letters should (biggest impact), Jesus’s death, Paul’s 6. Possible Answer: The Roman Empire was well • be clearly written. mission, Constantine. organized with good roads and active trade, • highlight the main points of Jesus’ teachings. 3. God’s personal relationship to each person; so the new religion could spread easily. Other CONNECT TO TODAY importance of people’s love for God, their areas were more isolated. Rubric Outlines should neighbors, their enemies, and themselves; 7. Possible Answer: Paul—Carried the message • list the speech’s main points. God would offer eternal life to those who throughout the empire, welcomed Gentiles; • be logically organized. repented their sins. Constantine—Ended persecution. • include facts and details to support the 4. refusal to worship Roman gods; used by some 8. Possible Answer: They feared that it would main ideas. Roman rulers as scapegoats for political and lead to rebellion. economic troubles

172 Chapter 6 wh10te-020604-0173-0177 8/8/03 2:44 PM Page 173

LESSON PLAN 4 Roman Amphitheater The Court of Theodora, OBJECTIVES of Pula: Arcades 6th century • Summarize the decline of the The Fall of the Roman Empire Roman Empire. • Describe the reforms of Diocletian and Constantine.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Trace the fall of the Western Roman Empire. EMPIRE BUILDING Internal The decline and fall of great • inflation • Constantinople problems and invasions spurred civilizations is a repeating pattern • mercenary • Attila the division and decline of the in world history. • Diocletian FOCUS & MOTIVATE Roman Empire. Ask students how people respond today to difficult economic times or political In the third century A.D., Rome faced many problems. SETTING THE STAGE instability. (Possible Answers: with They came both from within the empire and from outside. Only drastic economic, military, and political reforms, it seemed, could hold off collapse. pessimism and anxiety, sometimes anger or blame; many retreat into A Century of Crisis TAKING NOTES family concerns) Analyzing Causes and Historians generally agree that the end of the reign of the emperor Marcus Recognizing Effects Aurelius (A.D. 161–180) marked the end of two centuries of peace and prosper- Identify the main causes INSTRUCT ity, known as the Pax Romana. The rulers that followed in the next century had of the effects listed below. little or no idea of how to deal with the giant empire and its growing problems. A Century of Crisis As a result, Rome began to decline. Causes Effects Rome’s Economy Weakens During the third century A.D., several factors Inflation Critical Thinking prompted the weakening of Rome’s economy. Hostile tribes outside the bound- Untrust- • Which is likely to be more important in aries of the empire and pirates on the Mediterranean Sea disrupted trade. Having worthy the decline of the Roman Empire, the army reached their limit of expansion, the Romans lacked new sources of gold and sil- economy or the military? (most proba- Political ver. Desperate for revenue, the government raised taxes. It also started minting bly the economy because it affected coins that contained less and less silver. It hoped to create more money with the Instability how soldiers were paid) same amount of precious metal. However, the economy soon suffered from inflation, a drastic drop in the value of money coupled with a rise in prices. • How 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 In-Depth Resources: Unit 2 food shortages and disease spread, and the population declined. • Guided Reading, p. 29 (also in Spanish) Military and Political Turmoil By the third century A.D., the Roman military was also in disarray. Over time, Roman soldiers in general had become less dis- ciplined and loyal. They gave their allegiance not to Rome but to their comman- ders, who fought among themselves for the throne. To defend against the TEST-TAKING RESOURCES increasing threats to the empire, the government began to recruit mercenaries, Test Generator CD-ROM foreign soldiers who fought for money. While mercenaries would accept lower Strategies for Test Preparation pay than Romans, they felt little sense of loyalty to the empire. Feelings of loyalty eventually weakened among average citizens as well. In the Test Practice Transparencies, TT24 past, Romans cared so deeply about their republic that they willingly sacrificed their Online Test Practice 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 • from Agricola; from the Satyricon • Guided Reading, p. 29 • Guided Reading, p. 29 • Skillbuilder Practice: Summarizing, p. 32 • Building Vocabulary, p. 31 Formal Assessment • Skillbuilder Practice: Summarizing, p. 32 eEdition CD-ROM • Reteaching Activity, p. 49 • Section Quiz, p. 91 Power Presentations CD-ROM Reading Study Guide, p. 61 ENGLISH LEARNERS Electronic Library of Primary Sources Reading Study Guide Audio CD • from Agricola In-Depth Resources in Spanish • from the Satyricon • Guided Reading, p. 49 GIFTED AND TALENTED STUDENTS classzone.com • Skillbuilder Practice: Summarizing, p. 51 In-Depth Resources: Unit 2 Reading Study Guide (Spanish), p. 61 • Primary Source: Dinner with Attila the Hun, p. 37 Reading Study Guide Audio CD (Spanish) Teacher’s Edition 173 wh10te-020604-0173-0177 8/8/03 2:44 PM Page 174

CHAPTER 6 • Section 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 • Why did the empire continue to inflation by setting fixed prices for goods. To restore the prestige of the office of 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 • How does control of Byzantium offer a co-ruler for the West. While Diocletian shared authority, he kept overall control. trade and defensive advantage to His half of the empire, the East, included most of the empire’s great cities and trade centers and was far wealthier than the West. cultures on the Black Sea? (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 each column that they believe had the Political Social Economic Military most impact. Ask them to explain and • Political office seen as • Decline in interest in • Poor harvests • Threat from northern burden, not reward public affairs • Disruption of trade European tribes support their choices. • Military interference • Low confidence in • No more war plunder • Low funds for defense in politics empire Extension Have students write a short • Gold and silver drain • Problems recruiting • Civil war and unrest • Disloyalty, lack of Roman citizens; statement linking one factor to the • Inflation • Division of empire patriotism, corruption recruiting of non- Western Roman Empire’s decline. • Crushing tax burden Romans • Moving of capital to • Contrast between rich • Widening gap between rich Byzantium and poor • Decline of patriotism and poor and increasingly SKILLBUILDER Answers • Decline in population and loyalty among impoverished Western due to disease and soldiers 1. Analyzing Issues a strong political Empire food shortage organization, finding new sources of grains and precious metals, social Immediate Cause

reforms, a strong military Invasion by Germanic tribes and by Huns 2. Analyzing Causes Possible Answer: Political—Civil war; Economic—Inflation and taxes; Military—Decline of patriot- FALL OF ROMAN EMPIRE ism 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 wh10te-020604-0173-0177 8/8/03 2:45 PM Page 175

Invasions into the Roman Empire, A.D. 350–500 CHAPTER 6 • Section 4 0 ° 450 40 ° E North BRITAIN Sea Eastern Roman Empire 406 D Western Roman Empire EUROPE ni R e pe History from Visuals h 45 Burgundians 0 r R i 28 n .

4 e Franks R .

. R Huns on Interpreting the Map 0 Huns under D 1 1 4 Ostrogoths 4 45 Attila 452 33 Saxons, Angles, Jutes Ask students to find the first location Vandals 412 380–454 GAUL 3 of the Vandals shown on the map near Alaric 7 Visigoths D R. 6 3 anu be 410 99 3 – 9 409 Date of invasion 15 4 5 the upper Rhine. Have students follow 4 A 00 l ITALY dr B a c k S ia e t Bosporus a ic the routes of the Vandals to Carthage ATLANTIC Rome 4 Strait 10 S 0 e 7 a and to Rome. 4 Constantinople OCEAN 395 ° 40 N Gaiseric SPAIN 46 455 0 ANATOLIA SKILLBUILDER Answers 1. Movement Huns, who came from Carthage 432 427– M e SYRIA Central Asia d i t e AFRICA r r a n ASIA e a n 2. Location Anatolia, Syria, Egypt S e a 0 500 Miles Jerusalem Alexandria 0 1,000 Kilometers EGYPT

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Movement What group of invaders came the greatest distance? Interactive This image is available in an 2. Location What areas of the empire were not threatened by invasion? interactive format on the eEdition.

of Diocletian. In 324 Constantine also secured control of the East, thus restoring the concept of a single ruler. In A.D. 330, Constantine took a step that would have great consequence for the empire. He moved the capital from Rome to the Greek city of Byzantium (bih•ZAN•tshee•uhm), in what is now Turkey. The new capital stood on the Analyzing Motives Bosporus Strait, strategically located for trade and defense purposes on a crossroads Why did between West and East. Constantine choose With Byzantium as its capital, the center of power in the empire shifted from the location of Rome to the east. Soon the new capital stood protected by massive walls and Byzantium for his filled with imperial buildings modeled after those in Rome. The city eventually new capital? The Western Empire Crumbles A. Answer It was took a new name—Constantinople (KAHN•stan•tuhn•OH•puhl), or the city of strategically located Constantine. After Constantine’s death, the empire would again be divided. The for trade and East would survive; the West would fall. Critical Thinking defense. • Why do you think the Western Empire The Western Empire Crumbles was unable to field an army to stop The decline of the Western Roman Empire took place over many years. Its final the Germans from invading? (Possible collapse was the result of worsening internal problems, the separation of the Western Answer: couldn’t pay mercenaries, Empire from the wealthier Eastern part, and outside invasions. citizens were indifferent, commanders Germanic Invasions Since the days of Julius Caesar, Germanic peoples had were fighting among themselves) gathered on the northern borders of the empire and coexisted in relative peace with • How does uniting a force such as Rome. Around A.D. 370, all that changed when a fierce group of Mongol nomads from the Huns make it stronger? (Possible central Asia, the Huns, moved into the region and began destroying all in their path. Answer: Divided groups cannot organ- In an effort to flee from the Huns, the various Germanic people pushed into Roman lands. (Romans called all invaders “barbarians,” a term that they used to ize cohesive attacks and may spend refer to non-Romans.) They kept moving through the Roman provinces of Gaul, time/energy on internal fighting.) Ancient Rome and Early Christianity 175

Name Date

CHAPTER SKILLBUILDER PRACTICE Clarifying; Summarizing 6 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 SKILLBUILDER PRACTICE: CLARIFYING; SUMMARIZING Section 4 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)

any different groups took part in Rome’s the Visigoths, Pushed off their land, the Visigoths Mdestruction: Ostrogoths, Visigoths, Franks, looked for a new home south of the Danube River. Angles, Saxons, Burgundians, Lombards, and Thus began the massive movement of Germanic Vandals. All these groups spoke Germanic lan- people that eventually destroyed the western half guages. When Rome was still strong, the Germanic of the Roman Empire. In A.D. 378, the Visigoths Clarifying Meaning tribes generally respected the borders guarded by scored a victory against the Roman army and the Roman legions. These borders stretched across shattered Rome’s military reputation. Europe from the Black Sea to the North Sea. The Huns kept raiding westward, destroying For many years, the Danube River divided the as they went. Germanic peoples near the Rhine— Germanic tribes in the north from their Roman Burgundians, Frank, and Vandals—were forced to neighbors to the south. move. Bundled in furs, some 15,000 Vandal war- Class Time 20 minutes 1. By 324, Constantine ruled both the Western and Though fearless fighters, the Germanic tribes riors and their families crossed the frozen Rhine feared the Huns, a nomadic people from central River in the winter of 406. Meeting little resistance, Asia. When the Huns began to move west, they they traveled west into the Roman province of first attacked the Ostrogoths, the most easterly Gaul. They raided the cities of Gaul as if they were Germanic tribe. The terrified Ostrogoths fled defenseless and easily subdued Gaul’s population Task Identifying main ideas for use in a summary Eastern empires. westward and pressed against their old enemies, of about 20 million. Write your summary of the passage here. Purpose To practice the skill of summarizing 2. In 330, Constantine moved the capital from Rome to Instructions Summarizing means restating a passage in Byzantium, shifting the center of power.

one’s own words to highlight only the main ideas and 3. Constantine fortified Byzantium and renamed it All rights reserved. Constantinople.

facts (key dates, statistics, measurement). To summarize © McDougal Littell Inc. the text under the heading “Constantine Moves the 4. The Western Empire fell after Constantine died, but the

Capital” beginning on page 174, students should list the eastern half survived. 32 Unit 2, Chapter 6 main ideas and facts of the passage, then restate them in Have students use the Skillbuilder Practice worksheet for In-Depth Resources: Unit 2 one sentence or brief paragraph. The following main ideas more examples and practice. should be included: Teacher’s Edition 175 wh10te-020604-0173-0177 8/15/03 3:54 PM Page 176

CHAPTER 6 • Section 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. More About . . . Attila the Hun Meanwhile, the Huns, who were indirectly responsible for the Germanic assault on the The Germanic Tribes empire, became a direct threat. In 444, they united for the first time under a powerful chieftain named Attila A German group called the Franks (AT•uhl•uh). With his 100,000 soldiers, Attila terror- attacked Gaul and the northeastern ized both halves of the empire. In the East, his armies part of Spain. The Saxons, a tribe from attacked and plundered 70 cities. (They failed, Scandinavia, sailed into the British however, to scale the high walls of Constantinople.) Channel, raiding coastal villages. The The Huns then swept into the West. In A.D. 452, Attila’s forces advanced against Rome, but bouts of Franks gave their name to France, famine and disease kept them from conquering the while the Saxons became part of city. Although the Huns were no longer a threat to the B. Possible Answer English history. Students may note empire after Attila’s death in 453, the Germanic overall weakness of In-Depth Resources: Unit 2 invasions continued. the Western Empire • Primary Source: Dinner with Attila the Hun, An Empire No More The last Roman emperor, a 14- made its fall likely. p. 37 ▲ This skull, still year-old boy named Romulus Augustulus, was ousted by German forces in 476. retaining its hair, After that, no emperor even pretended to rule Rome and its western provinces. Hypothesizing shows a kind of Roman power in the western half of the empire had disappeared. Do you think topknot in the Rome would have hair that some The eastern half of the empire, which came to be called the Byzantine Empire, fallen to invaders if Germanic peoples not only survived but flourished. It preserved the great heritage of Greek and the Huns had not wore to identify Roman culture for another 1,000 years. (See Chapter 11.) The Byzantine emperors moved into the themselves. 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 do so still today. ASSESS SECTION4 ASSESSMENT SECTION 4 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Challenge student pairs to develop and • inflation • mercenary • Diocletian • Constantinople • Attila list their own test questions on the sec- tion. Have groups exchange and take USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 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 • Section Quiz, p. 91 Causes Effects 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- Roman Empire? the empire survived? RETEACH worthy army 9. WRITING ACTIVITY EMPIRE BUILDING Imagine you are a Use the chart on page 174 and the map Political journalist in the Roman Empire. Write an editorial in Instability which you comment—favorably or unfavorably—on on page 175 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 INTERNET ACTIVITY • Reteaching Activity, p. 49 Use the Internet to create a travel brochure about modern-day INTERNET KEYWORD 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. 173 • mercenary, p. 173 • Diocletian, p. 174 • Constantinople p. 175 • Attila, p. 176 2. Sample Answer: Inflation—Coins 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 • state the facts of the move. economy, military turmoil. Weak leadership, of the great cities and trading centers; smaller • clearly express the writer’s opinion. economic hardship led to disarray and no area was easier to defend • 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 citizens’ indifference upheaval, which weakened the once-mighty Rubric Travel brochures should 4. doubled military size, checked inflation, Roman army • give basic facts in an introduction. restored the emperor’s prestige, and divided 8. Possible Answer: It held the empire’s • describe the city with vivid details. the empire into East and West for more centers of trade and wealth, and its capital • include interesting and inviting images. efficient rule was well protected. Go to the classzone.com for a Web research guide. 176 Chapter 6 wh10te-020604-0173-0177 8/8/03 2:46 PM Page 177

Using Primary and Secondary Sources CHAPTER 6 • Section 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 • Understand that the fall of the Roman Empire can be examined from more

A SECONDARY SOURCE B SECONDARY SOURCE C SECONDARY SOURCE than one perspective. Edward Gibbon Arther Ferrill Finley Hooper INSTRUCT In the 1780s Gibbon published The In his book The Fall of the Roman In this passage from his Roman 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 • 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 Edward Gibbon and obvious; and instead of inquiring than 200,000 strong, stood at the 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 about the Roman Empire while visiting the obvious cause of the collapse of 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 St. 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 Interactive This feature is available in 2. fail me. My sobs break in . . . The What became of Rome according to Source C? Do you agree or an interactive format on the eEdition. city which took captive the whole disagree with that conclusion? world has itself been captured. Students can view the image at a larger 3. Source D is different from the size and listen to audio excerpts. other sources. How? 177

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 St. Jerome’s feelings about Rome being sacked. He Arther Ferrill in Source B says that the fall of Rome happened because does not seek an explanation for the fall of Rome, but rather conveys the great Roman army had collapsed. Size makes the reasons similar. the sense of loss he felt. This emotion is something that the causal The empire was too large, and the destruction of the massive military analysis of the other three sources does not capture. led to the collapse of the empire.

Teacher’s Edition 177 wh10te-020605-0178-0183 8/8/03 2:36 PM Page 178

LESSON PLAN 5 OBJECTIVES Roman Amphitheater The Court of Theodora, • Describe the legacy of the of Pula: Arcades 6th century Greco-Roman civilization. Rome and the Roots of • Identify Roman achievements in the arts, sciences, and law. Western Civilization

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES FOCUS & MOTIVATE POWER AND AUTHORITY The Evidence of Roman culture is • Greco-Roman • Virgil Tell students that today’s cultures have Romans developed many ideas found throughout Europe and culture • Tacitus adapted many features from ancient and institutions that became North America and in Asia • Pompeii • aqueduct fundamental to Western and Africa. Greek and Roman cultures. Ask what civilization. cultures are being blended into our mod- ern society. (Possible Answer: The United SETTING THE STAGE Romans borrowed and adapted cultural elements freely, States is home to people from every part especially from the Greek and Hellenistic cultures. However, the Romans created a great civilization in their own right, whose art and architecture, language and of the world.) literature, engineering, and law became its legacy to the world.

INSTRUCT TAKING NOTES The Legacy of Greco-Roman Civilization Summarizing Use a The Legacy of Greco-Roman chart to list the Under the Roman Empire, hundreds of territories were knitted into a single state. accomplishments of Each Roman province and city was governed in the same way. The Romans were Civilization Roman civilization. proud of their unique ability to rule, but they acknowledged Greek leadership in the fields of art, architecture, literature, and philosophy. Critical Thinking Fine Arts Literature By the second century B.C., Romans had conquered Greece and had come to • What did Horace mean when he said, greatly admire Greek culture. Educated Romans learned the Greek language. As “Greece, once overcome, overcame Horace, a Roman poet, said, “Greece, once overcome, overcame her wild con- queror.” The mixing of elements of Greek, Hellenistic, and Roman culture pro- her wild conqueror.” (Possible Answer: Law Engineering duced 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 • How does Stoicism fit with other Hellenistic models. They adapted them for their own purposes and created a style Roman ideals? (Romans valued 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. • Guided Reading, p. 30 (also in Spanish) 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- TEST-TAKING RESOURCES relief to tell stories and to represent crowds of people, soldiers in battle, and Test Generator CD-ROM landscapes. Roman artists also were particularly skilled in creating mosaics. Mosaics were Strategies for Test Preparation pictures or designs made by setting small pieces of stone, glass, or tile onto a Test Practice Transparencies, TT25 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.) Online Test Practice 178 Chapter 6

SECTION 5 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS • Science & Technology: Roman Construction In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 Technology, p. 45 • Guided Reading, p. 30 • Guided Reading, p. 30 Formal Assessment • Building Vocabulary, p. 31 • Section Quiz, p. 92 • Reteaching Activity, p. 50 eEdition CD-ROM Reading Study Guide, p. 63 Power Presentations CD-ROM ENGLISH LEARNERS Reading Study Guide Audio CD World Art and Cultures Transparencies In-Depth Resources in Spanish • AT13 Roman painting • Guided Reading, p. 50 GIFTED AND TALENTED STUDENTS • AT14 Trajan’s Column Reading Study Guide (Spanish), p. 63 In-Depth Resources: Unit 2 Critical Thinking Transparencies Reading Study Guide Audio CD (Spanish) • Primary Source: The Eruption of Vesuvius, p. 38 • CT6 Lasting Contributions of Roman Society • Connections Across Time and Cultures: Hellenistic • CT42 Chapter 6 Visual Summary Culture and Roman Culture, p. 44 classzone.com 178 Chapter 6 wh10te-020605-0178-0183 8/8/03 2:37 PM Page 179

In addition, Romans excelled at the art of painting. Most wealthy Romans had CHAPTER 6 • Section 5 bright, large murals, called frescoes, painted directly on their walls. Few have sur- vived. 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 The Aeneid Greeks. Stoicism, the philosophy of the Greek teacher Zeno, was especially 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 (ih•NEE•ihd), 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 and a mortal father. As Venus tries to pro- being Rome’s most important contribution to civilization: tect Aeneas on his journeys, the ruling PRIMARY SOURCE goddess Juno, who hates the Trojans for Romans, never forget that government is your medium! Be this your art:—to practice 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.” • Primary Source: The Eruption of Vesuvius, Letter from Pliny the Younger, p. 38 • Connections Across Time and Cultures: Hellenistic Culture and Roman Culture, p. 44

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 Another well-known story is the Middle story of a battle for control of a mighty kingdom, while the Spanish epic El Cid Eastern epic Gilgamesh, which dates from celebrates a hero of the wars against the long before the Roman Empire. Written Moors. And while it is not a poem, The around 2000 B.C., the epic recounts a Lord of the Rings, the fantasy trilogy by English writer J.R.R. Tolkien, is considered struggle between cruel king Gilgamesh 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, the emergence of epics around the world After Enkidu’s death, Gilgamesh goes on a was not so much the result of one quest for the secret of everlasting life. The writer but the common desire among epic, like many others, features familiar civilizations to promote their values and ideals through stories. events, in this case a great flood like that in the Hebrew Bible’s story of Noah. ▲ 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 Roman buildings in Washington, D.C. and other U.S. cities. 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? Suggest sports arenas, government and commercial build- 3. Making Inferences What aspect of the Task Creating a picture essay and guided tour of Roman built. It covers a circular chamber, or rotunda, that is proportioned like a perfect sphere. The chamber Pantheon might give you the feeling that it was a 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 ings, even homes. Students can use photocopies, Internet 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 printouts, or their own artwork. After all the pictures have another, into a series of wooden 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. been assembled, students should arrange them by cate- The story said that the Pantheon

All rights reserved. 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 gory (sports complexes, government buildings, etc.) and 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. money, the workers would quickly Illustration by Patrick Whelan. write labels and captions that point out Roman influence. remove the earth from inside the temple. Shown above is the Pantheon. The opening in the roof is 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. For more information about Roman architecture, use the and in other parts of the United States. Divide students Ancient Rome and Early Christianity 45 Science & Technology worksheet for Section 5. into small groups. Then have students find pictures of In-Depth Resources: Unit 2

Teacher’s Edition 179 wh10te-020605-0178-0183 8/8/03 2:37 PM Page 180

CHAPTER 6 • Section 5

Western Civilization DEMOCRACY Western civilization is generally seen as the heritage of ideas that spread • Theoretically, 40,000 people 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. • In 1215, King John of • Identify the influence of Greek and The diagram below shows how ancient Greek and Roman ideas of England granted the Magna Roman ideas on cultures over time. government, philosophy, and literature can be traced across time. As with Carta, which largely influenced subsequent many cultural interactions, the links between the examples are not democratic thought. necessarily direct. Instead, the chart traces the evolution of an idea or INSTRUCT • In the 1970s, there were 40 theme over time. democratic governments Review democracy with students as a key worldwide. to understanding how Greek and Roman Influence of Greek and Roman Ideas • In 2002, over 120 ideas have impacted modern Western established and emerging 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. the democratic governments of the Rome developed a Aristotle developed his Homer wrote Current Forms of World form of representative philosophical theories. the Odyssey. Governments world. These governments all somehow government. Traditional Protectorates involve citizens in government decisions. Monarchies (countries under the 5.2% protection of others) Ask students to discuss why democratic Limited 1% A.D. 1200s 19 B.C. Democracies ideals 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 1781 (often one-party states Views on Democracy a constitutional his epic, Ulysses, after or dictatorships) monarchy. Philosopher Immanuel Homer’s work. 23.4% Many have spoken eloquently on behalf Kant wrote that of democracy: Aristotle’s theories on Source: adapted from Democracy's Century, logic were still valid. Freedom House online (2003) • “The basis of a democratic state is 1776 2000 liberty.” —Aristotle The United States The Coen brothers’ • “Government of the people, by the declared independ- film, O Brother, Where Present people, for the people, still remains ence from England Art Thou?, brought and began building Scholars still hold a very different adap- the sovereign definition of democracy.” the republican democ- conferences focusing tation of the Odyssey —Winston Churchill racy we know today. on questions Aristotle to the big screen. raised. • “Democracy is the recurrent suspicion that more than half of the people are 1. Hypothesizing Why do you think ancient Greek and Roman culture right more than half of the time.” have had such a lasting influence on —E.B. White Western civilization? RESEARCH LINKS For more on Western See Skillbuilder Handbook, page R15. civilization, go to classzone.com 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 wh10te-020605-0178-0183 8/8/03 2:38 PM Page 181

CHAPTER 6 • Section 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 Though other cultures had built aque- multivolume history of Rome from its origins to 9 B.C. He used legends freely, cre- ducts before, the Romans were the first ating more of a national myth of Rome than a true history. Tacitus (TAS•ih•tuhs), ▲ This Roman 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 cen- turies. 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 brought the city 85 million gallons of moved within the aqueduct. water each day from mountain water PRIMARY SOURCE 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 the • Science & Technology: Roman Construction most intimate of his freedmen were put in chains and torn from him, till, knowing the Technology, p. 45 doom which impended, Torquatus divided the arteries in his arms. A speech from 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 • Why does Latin 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 than half of the of learning in the West long after the fall of Rome. It was the official language of many words in modern European 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 • Why is law considered the most because of their common Roman heritage. Latin also influenced other languages. Clarifying lasting of Roman contributions? What impact For example, more than half the words in English have a basis in Latin. did the Romans (Possible Answer: The principles of Master Builders Visitors from all over the empire marveled at the architecture of have on our English law are less likely to change than language? Rome. The arch, the dome, and concrete were combined to build spectacular structures, such as the Colosseum. almost anything else.) Arches also supported bridges and aqueducts. Aqueducts were designed by World Art and Cultures Transparencies Roman engineers to bring water into cities and towns. When the water channel • AT13 Roman painting spanned a river or ravine, the aqueduct was lifted high up on arches. • AT14 Trajan’s Column Ancient Rome and Early Christianity 181

Name ______Date ______

CHAPTER 6 Section 5 (pages 178–183) TERMS AND NAMES Greco-Roman culture Culture developed from the blending of Rome and the Roots of Greek, Hellenistic, and Roman DIFFERENTIATING INSTRUCTION: STRUGGLING READERS cultures Pompeii Roman town covered by the Western Civilization eruption of Mount Vesuvius Virgil Roman poet who wrote the BEFORE YOU READ Aeneid Tacitus Roman historian who In the last section, you read about the fall of Rome. In this recorded the good and bad of section, you will learn about the contributions of Rome to imperial Rome Western civilization. aqueduct Pipeline or channel built to carry water Identifying Characteristics of Roman Culture AS YOU READ Use the web below to take notes on Rome's influence on the western world.

Literature

Class Time 15 minutes appropriate section of their web. Then ask them to think Art History classical sculpture, about their own communities. What elements in their mosaics, painting Task Creating a web chart to show the different Rome’s Influence Law characteristics of Roman culture communities were influenced by Roman civilization? Have Engineering Language Purpose To understand the impact of Roman culture on them think about buildings such as sports stadiums, and The Legacy of Greco-Roman One example of the mixing of cultures occurred laws such as people being considered innocent until Civilization (pages 178-181) in sculpture. Romans borrowed Greek ideas but All rights reserved. What is Greco-Roman culture? made their sculptures more realistic. The Romans today’s world also developed a kind of sculpture in which images Rome took aspects of Greek and Hellenistic stood out from a flat background. proven guilty. Have students list and discuss these culture and added ideas of its own. The mixing of Romans were skilled at creating pictures made Greek, Hellenistic, and Roman culture produced a from tiny tiles, a process called mosaic. But new culture called Greco-Roman culture. This is Romans were perhaps most skilled at painting. The

Have students create a web and list the different charac- © McDougal Littell Inc. also often called classical civilization. best examples of Roman painting are found in the Roman artists, philosophers, and writers did not Roman town of Pompeii. Pompeii was covered present-day examples of Roman influence. just copy Greek works. They created a style of their with ash after a volcanic eruption. The ash pre- own for their own purposes. Much of Roman art served many works of art and culture. teristics of Roman culture. Display and discuss trans- had practical purposes. It was aimed at educating In both literature and philosophy, Romans were For help, have students use the Reading Study Guide for the public. inspired by the Greeks. The poet Virgil wrote the parency CT6 from Critical Thinking Transparencies. Invite CHAPTER 6ANCIENT ROME AND EARLY CHRISTIANITY 63 Section 5. students to list contributions from the transparency in the Reading Study Guide

Teacher’s Edition 181 CHAPTER 6 • Section 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 completed by his sons, emperors Titus and Domitian. For centuries after its • Understand the technological 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. The Colosseum in Rome as it appears today

INSTRUCT RESEARCH LINKS For more information exits—giant staircases that allowed the Introduce the Colosseum to students on the Colosseum, go to classzone.com building to be emptied in minutes as a vivid example of Roman ingenuity. Elevators and Discuss the difficulty of building such ramps led from a structure without modern power the cells and 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 were wiped out. passageways—walkways that led to seats

velarium—a retractable canvas awning that shielded spectators from sun and rain

Interactive This feature is available in an interactive format on the eEdition. Facts About the Colosseum

• Built—A.D. 72–81 1. Comparing The Colosseum has been • Capacity—45,000–50,000 the model for sports stadiums • Materials—stone and concrete worldwide. How is the design of modern stadiums patterned after that More About . . . Size—157 feet high, 620 feet long • of the Colosseum? What are the • 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 the extraordinarily useful and versatile kind of spectacles the Romans mixture of sand, gravel, and water. watched tell us about them as a The Romans poured or shaped it into entrances—80 in all people and about their leaders? 182 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 pop- CHAPTER 6 • Section 5 ular. Thomas Jefferson began a Roman revival in the United States in the 18th cen- tury. 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 practi- her relatives sought satisfaction from the B. Answer It con- cal ideas. Some of the most important principles of Roman law were: sidered the person • All persons had the right to equal treatment under the law. courts under the provisions of civil law. innocent until The family of the murderer might have proven guilty and • A person was considered innocent until proven guilty. placed the burden • The 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 • A person should be punished only for actions, not thoughts. the murdered person. In criminal law, accuser. • Any 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 or executes them. The Romans did not How did States of America. 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 empire’s history. crimes? strengthened the Western cultural tradition. The world would be a very different place 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. ASSESS SECTION5 ASSESSMENT SECTION 5 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Greco-Roman culture • Pompeii • Virgil • Tacitus • aqueduct Have students work individually to answer the questions, then review USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING answers with a partner. 2. Which accomplishment do 3. What is Greco-Roman culture? 6. DRAWING CONCLUSIONS Which principle of law do you you consider most important? 4. In what way did Roman art think has been Rome’s greatest contribution to modern Formal Assessment Why? differ from Greek art? legal systems? • Section Quiz, p. 92 5. What influence did Latin have 7. FORMING AND SUPPORTING OPINIONS Do you agree Fine Arts Literature on the development of with Horace’s claim on page 178 that when it came to Western languages? culture, Greece in essence conquered Rome? Explain. RETEACH 8. HYPOTHESIZING Describe how the world might be Law Engineering different if Rome had not existed. Use the Visual Summary to review this 9. WRITING ACTIVITY POWER AND AUTHORITY Imagine you section and chapter. are a historian. Write an expository essay describing the importance of Rome’s legacy. Critical Thinking Transparencies • CT42 Chapter 6 Visual Summary CONNECT TO TODAY PRESENTING A REPORT In-Depth Resources: Unit 2 Locate several Latin phrases still in use today. Use the necessary materials to help translate those phrases, and then explain in a brief report the meaning and intent of those phrases. • Reteaching Activity, p. 50

Ancient Rome and Early Christianity 183

ANSWERS

1. Greco-Roman culture, p. 178 • Pompeii, p. 179 • Virgil, p. 179 • Tacitus, p. 181 • aqueduct, p. 181 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; Literature—Virgil, 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; • 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 • 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 ide- in Roman culture, such as art, philosophy, Rubric Reports should alized sculpture; Roman sculptors created and literature. • state each phrase’s meaning and intent. more realistic works. 8. Possible Answer: The make-up of language, • discuss at least three Latin phrases. 5. It forms the basis for Western languages such law, and government would be different in • explain how each phrase is used. as French, Spanish, Portuguese, Italian, and Teacher’s Edition 183 wh10te-0206-ca-0184-0185 8/8/03 2:28 PM Page 184

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. 2. senate, p. 157 6. Paul, p. 170 Early Christianity 1. republic 5. Jesus 3. Julius Caesar, 7. Constantine, 2. senate 6. Constantine p. 161 p. 171 Early Rome 3. Julius Caesar 7. inflation 4. 8. 4. Augustus, p. 162 8. inflation, p. 173 B.C. Augustus Greco-Roman culture 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 Answers will vary. 10. How did Rome treat different sections of its conquered territory? 451 B.C. Twelve Tables written 9. consuls, senate, and assembly 405–265 B.C. Italy conquered The Roman Empire Section 2 (pages 160–167) B.C. 10. Rome made close neighbors full 264–146 B.C. Punic Wars fought 11. How did Augustus change Roman government? 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

Romans lived extravagantly, spending 1 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 message of Jesus. He declared that A.D. 79 Pompeii destroyed 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

A.D. into East and West refusing to worship Roman gods. became a martyr? Consider the personal characteristics of individuals who A.D. 313 Christianity given refused to renounce their faith even in the face of death. 15. Diocletian divided the empire into recognition 3. EVALUATING DECISIONS AND COURSES OF ACTION eastern and western halves, each to A.D. 324 Constantine reunites 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. A.D. 476 Last emperor deposed meant when he said on page 183 that Rome never really fell but instead 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 that poor. Empire only—Powerful emperor, long Diocletian’s decision was justified. It enabled the distance trade, Christianity. 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 wh10te-0206-ca-0184-0185 8/8/03 2:28 PM Page 185

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 Additional Test Practice, pp. S1–S33 monument to answer question 3. STANDARDS-BASED 3. What aspect of 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? 1. The correct answer is letter A. The has filled with virtue for the benefit of mankind, employing A. education complementary language the author him as a saviour for us and our descendants, him who has uses signals his approval of Augustus. put an end to wars and adorned peace; . . . and the B. commerce birthday of the god [Augustus] is the beginning of all the C. government Letter B is incorrect. The author good tidings brought by him to the world. D. military strength embraces all the power that Augustus Decree from the Roman Province of Asia holds. Letter C is incorrect. The author never explicitly suggests this. Letter D 1. Based on the passage, the author of the decree is incorrect. The author never makes A. greatly approved of the rule of Augustus. mention of this. B. feared the amount of power Augustus had. 2. Letter B is correct. Augustus ruled C. considered Augustus’s birthday a national holiday. during this period in Rome’s history. D. thought Augustus should grant Asia its independence. Letter A is incorrect. Augustus’s rule 2. During which period in Roman history was this passage most likely written? came after the Punic Wars. Letter C is A. the Punic Wars TEST PRACTICE Go to classzone.com incorrect. This event came long before B. the Pax Romana • Diagnostic tests • Strategies Augustus and the empire. Letter D is C. the founding of the republic • Tutorials • Additional practice incorrect. Augustus’s rule preceded D. the fall of the Western Empire this event by centuries. 3. Letter D is correct. The people represented here are soldiers, ALTERNATIVE ASSESSMENT carrying weapons. 1. Interact with History Creating a Virtual Field Trip On page 154, you considered the qualities that made a Plan a two-week virtual trip through the Roman Empire. After successful leader before knowing what the Romans thought Formal Assessment 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 historical maps from this chapter and contemporary maps of • Chapter tests, Forms A, B, and C, pp. 93–107 Roman leaders to be effective? What qualities hindered their the region to determine your itinerary. Consider visiting the success? How would you rate the overall leadership of the following places: Rome, Carthage, Pompeii, Hadrian’s Wall, the Test Generator Roman Empire? Discuss your opinions in small groups. Appian Way, Bath, Lepcis Magna, Horace’s Villa, the Pont du • Form A in Spanish Gard, and the Roman theater at Orange. You may want to 2. WRITING ABOUT HISTORY include the following: Study the information about Rome’s impact on the • maps of the Roman Empire development of Western civilization in the Key Concepts feature • pictures of the major sites on the field trip on Western Civilization on page 180. Write an essay of several audio clips describing the sites or events that took paragraphs summarizing the empire’s impact on the Western • place there world that developed after it. Provide the following: reasons each site is an important destination • how the empire influenced later governments • • what influence the empire had on philosophy • what impact the empire had on literature • why you think Roman culture has been so enduring

Ancient Rome and Early Christianity 185

ALTERNATIVE ASSESSMENT 1. Students may mention writing and 2. Rubric Essays should In a virtual field trip, students visit Web pages to speaking skills, political and administrative • be clearly written. see pictures and read about real places. knowledge, and good judgment. Pride, • be supported by evidence in the text. Rubric A virtual field trip should extravagance, and arrogance hindered suc- • express the feature’s main ideas. • show proficiency in the use of technology. cess. Students might point out weak or poor • use several sources of information. leaders who led to the end of the Roman • include reasons for visiting each site. Empire, yet note that Roman leaders ran a • include historical and modern maps. vast empire for 400 years, creating many institutions still in use.

Teacher’s Edition 185