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Home , 36 BC, 42 BC, 44 BC, 46 BC, 48 BC, Alexander the Great

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tion possible in the ancient world. She studied , geogra- WHO WAS THE REAL phy, history, mythology, mathemat- ics, philosophy, science, and (persuasive speech). In addition to ? Greek, she spoke eight other lan- guages. She was the first of the

iiei Conmmons Wikimedia to bother to learn the lan- CLEOPATRA WAS, FOR A TIME, THE guage of the Egyptian people. MOST POWERFUL WOMAN IN THE ROMAN WORLD. HOWEVER, HER REPU- Cleopatra learned from her fa- TATION WAS CONTROVERSIAL THEN ther, who taught her to carefully AND IS STILL DEBATED TODAY. choose her allies as he had done with the powerful Ro- the Great of Macedon mans. She also learned from his invaded and established his example how he ruled. rule there in 332 B.C. When he died, When XII returned Alexander’s generals divided up his to Egypt after a three-year vast conquests. Ptolemy (pro- absence in , he discov- nounced “TAH-leh-me”) became the ered his oldest daughter had Macedonian of Egypt. usurped (taken) the throne. During his rule, Ptolemy I cre- Ptolemy immediately had her ated an em- murdered. pire from North to . He In 51 B.C., Ptolemy XII died, also made his , leaving Cleopatra VII, age 18, and in Egypt, the richest in the her brother Ptolemy XIII, age 10, as Mediterranean world. co-monarchs. Cleopatra became The from north of THIS SYRIAN , or silver the dominant ruler, but the advis- carried with them the Greek , dates from the first century B.C. and depicts Cleopatra. ers of the young Ptolemy maneu- language and culture into Ptolemy vered to gain the support of the I’s . Alexandria soon be- army and the people of Alexandria. came the center of Greek civiliza- one another for the Egyptian throne. Cleopatra was forced to flee to tion with a famous library that Hardly a few years passed without Syria where she raised an army to claimed to hold books (scrolls) that one family member murdering an- fight her way back to the throne. contained all the knowledge of the other, usually by poison. known world. In 80 B.C., Ptolemy XII started his long reign. He became a client Cleopatra and Ptolemy I established a In 48 B.C., defeated that ruled Egypt for nearly 300 years. king of Rome, which meant he sub- mitted to Roman authority to avoid his Roman rival, . Caesar The Greek-speaking Ptolemies were then went on to Egypt and occupied foreigners, however, reigning over the being conquered and to remain king of Egypt. He was also the fa- the royal palace in Alexandria. Egyptian people who were often bur- Meanwhile, Pompey had es- dened by taxes. The wealth of Egypt ther of the most famous Cleopatra of them all. caped and sought refuge with was based on the labor of River Ptolemy, now age 13, and his army. farmers who produced wheat Cleopatra VII But, the young king’s advisers had for export to Rome and other . Cleopatra was one of three Pompey beheaded, hoping this In 197 B.C., a neighboring king daughters along with two younger would win Caesar to their of defeated the army of Ptolemy V, sons of Ptolemy XII. She was born in the conflict with Cleopatra. In- taking much of the empire that the 69 B.C., but little is known of her stead, this only angered Caesar. first Ptolemy had created. To secure mother, who died when Cleopatra Cleopatra decided to return se- peace, Ptolemy V married the con- was 12. cretly to Alexandria to persuade Cae- quering king’s daughter, Cleopatra. With the fabulous Library of sar to support her. She had herself She was the first of numerous Alexandria as her classroom and top smuggled into the palace in a sack Cleopatra queens. Greek scholars as her teachers, carried by a loyal servant. We do not The Ptolemies constantly fought Cleopatra received the best educa- know what exactly happened next,

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but afterward Cleopatra, 21, and Queen of Egypt traditional self-celebration by a Caesar, 52, became allies against her Cleopatra had two long-term Roman general of his foreign victo- brother. She also soon discovered strategic goals. First, she wanted to ries. Caesar’s included a that she was pregnant. restore the territories of the parade, displaying the treasure he The young Ptolemy was enraged Ptolemy Dynasty’s empire that had seized along with his captives in at this turn of events. His advisers been lost over 150 years earlier. chains. Among them was Cleopa- ordered his army to Alexandria to Second, she wanted to secure for tra’s sister, Arsinoe. Cleopatra did besiege the palace. Caesar’s men herself and her descendants the in- not witness the event. were hugely outnumbered. In the dependence of Egypt but with the In 44 B.C., Cleopatra was still confusion, Cleopatra’s younger sis- protection of Rome. Before pursu- living in Rome when Caesar was as- ter, Arsinoe, fled the palace and ing these goals, however, she had sassinated by senators led by Cas- joined her brother’s army. to restore order to her country and sius and Brutus. They feared Caesar The civilians of Alexandria prove that she was a capable ruler. wanted to destroy the Roman Re- sided with Ptolemy and tried to Cleopatra was a “hands-on” public and make himself king. seize Caesar’s ships in the harbor. ruler. She listened to people’s griev- Cleopatra was shocked at the Caesar then ordered them burned. ances, acted as the chief judge, and death of her lover and protector. However, the fires spread to the punished greedy government offi- Moreover, in his will Caesar made docks and the great library was at cials. She supervised the sowing and his 18-year-old adopted nephew, least partly destroyed. harvesting of wheat, and managed Octavian, his heir. The will made Finally, Roman reinforcements royal textile factories and monopo- no mention of . Cleopa- arrived, forcing Ptolemy’s army to lies, like -making (paper). tra quickly returned to Egypt. retreat. A battle then took place in She commanded the army and Cleopatra’s hold on the throne the desert. Caesar outsmarted navy, and carried on was weakened by Caesar’s death. Ptolemy’s generals and defeated with foreign . Her teenage co-ruler, Ptolemy XIV, the Egyptian army. Ptolemy was was a threat. Like her father had killed, possibly drowning in the done, Cleopatra had her brother Nile. The Romans captured Arsi- Cleopatra was, murdered by poison. Her sister, Ar- noe. Cleopatra had won her first sinoe, was living in exile and had political test by siding with the Ro- for a time, the most declared herself queen of Egypt. mans against her own people. She, too, was a threat. Caesar lingered in Egypt. He powerful woman in Cleopatra replaced Ptolemy XIV put Cleopatra on the throne along with three-year-old Caesarion as her with her 12 year-old brother, the Roman world. new co-ruler. During a famine, she Ptolemy XIV, whom she officially distributed free wheat to the people married, an ancient Egyptian prac- Within a year, Cleopatra stabi- from the royal granaries. She em- tice. Caesar’s purpose was to as- lized the economy. She appeared barked on building projects dedi- sure the stability of Egypt and the often as the goddess , draped in cated to Isis, Caesar, and the Ptolemy continued flow of wheat to Rome, pearls, in religious rituals impor- dynasty. She also began construction thus preventing bread riots in the tant to the common people. She of her own tomb in Alexandria. empire’s capital. also became the richest person in The queen revived the city’s Apparently, Caesar trusted the Mediterranean world. reputation as the center of Greek Cleopatra to rule Egypt well. They In 46 B.C., Cleopatra took her culture and scholarship. Works on celebrated their pact on a luxuri- teenage co-ruler and infant Caesar- medicine were especially notable ous royal barge cruise up the Nile. ion to Rome. Caesar acknowledged at this time. Cleopatra herself prob- Cleopatra presented herself to the Caesarion as his natural son. ably wrote a number of books on Egyptian people dressed as Isis, the Cleopatra lived in Caesar’s villa this subject. popular Egyptian goddess of moth- outside Rome where they contin- erhood and agriculture. ued their romance while Caesar’s Cleopatra and Antony Caesar finally left Alexandria, wife lived nearby in the city. Cae- was a Roman gen- taking Arsinoe as a prisoner of war. sar built a golden statue of her in eral and loyal friend of Caesar. After A few months later, Cleopatra gave the Temple of . Caesar’s , Antony be- birth to a boy whom the people During Cleopatra’s stay in Rome, lieved he rightfully should inherit called Caesarion, “Little Caesar.” Caesar produced his “triumph,” the the unique status of Rome’s greatest

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leader. Antony formed an alliance with Caesar’s young and sickly heir, Octavian, and then took the lead in pursuing Cassius, Brutus, and the other assassins. Finally, in 42 B.C., Antony and Octavian defeated Cassius and Bru- tus, who then took their own lives. Antony and Octavian agreed to di- vide the between them: Antony got the lands in the eastern Mediterranean, and Octa- vian took the lands in the west. When things settled down, Antony, 43, summoned Cleopatra, 28, to his headquarters at Tarsus (a

city now in southeast ) to ac- Wikimedia Conmmons count for her lack of support for RELIEFS OF CLEOPATRA and her son by Julius Caesar, Caesarion on the wall of the avenging Caesar’s assassination. Temple in Egypt. Cleopatra took her time, but her campaign, however, and followed In a breathtaking public ceremony, royal and support ships were Cleopatra back to Alexandria. Cleopatra dressed as Isis, and Antony loaded with gifts. She made a spec- Several months later, Antony dressed as the Greek god . tacular entrance up a river to Tarsus, headed to Rome to renew his al- They sat on golden thrones with the as recorded by the his- liance with Octavian. On the way, four children occupying smaller torian and biographer, : he abandoned his dying wife, liv- thrones below. Antony proclaimed She sailed up the Kydnos River ing in Greece. Antony then married Cleopatra “Queen of Kings” along in a boat with a golden stern, Octavian’s sister, Octavia, to with similar honors to the children. sails spread, the rowers the alliance with his rival, Octa- In exchange for ships and pulling the silver oars to the vian. Meanwhile, Cleopatra gave money she had given him, Antony sound of flutes, pipes, and birth to twins: Alexander gave Roman territories to Cleopatra strings. She herself reclined (The Sun) and Cleopatra that included the island of , under a canopy adorned with (The Moon). , Syria, and North Africa. gold. . . . Marvelous scents from Cleopatra was well on her way to innumerable offerings Queen of Kings recovering the lands that had been spread along the river banks. Three years later, Antony was at lost by the Ptolemies. the Syrian port of , again Cleopatra wined and dined He then made each of their chil- preparing to conquer . He Antony and his guests in a series of dren monarchs of kingdoms from summoned Cleopatra from Alexan- elaborate . Each night, the North Africa to Parthia (which dria. This time, she brought her guests took home as gifts the deco- Antony had not yet conquered). toddler twins whom Antony ac- rations made of precious metals Cleopatra at age 35 seemingly cepted as his children. and jewels. Antony, who was mar- had achieved her strategic goals of She was also pregnant again, ried, was love-struck. restoring the old Ptolemy dynasty’s and in 36 B.C. gave birth to her Finally, empire with herself and her children fourth child and the third by talked business. She explained that as rulers backed by Antony. Antony’s Antony, Ptolemy Philadelphos. she had sent a fleet of ships to aid “donation” of Roman territories to Antony suffered a disastrous de- him, but that a storm tore the fleet Egypt, however, did not go over well feat by the Parthians. He grew de- apart. Antony wanted money and a with Octavian back in Rome. pressed and drank heavily. Cleopatra fleet to help his of Parthia revived his spirits. In 34 B.C., he was Downfall and Death (now part of ). Cleopatra wanted on the march to , where he Octavian, envisioning himself Antony to order the death of her was victorious. He brought the king as the sole head of the Roman Em- rival sister, Arsinoe. They made a and his family back to Alexandria in pire, needed to get rid of Antony. deal. Antony postponed his Parthian golden chains. There was also the problem of

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Caesarion, Caesar’s natural son, plunged his sword into himself but The nine-year-old twins, Alexander who might someday claim to be did not die right away. Then hear- Helios and Cleopatra Selene, along Rome’s true leader. ing Cleopatra was still alive, he had with five-year-old Ptolemy Philadel- Going after Antony directly was his servants carry him to her and phos were taken in by Octavia to difficult since many Roman - died in her arms. raise in Rome. The boys shortly dis- diers would refuse to fight against Cleopatra finally met with Octa- appeared from history, possibly the him. Therefore, Octavian spread vian face-to-face. She unsuccessfully victims of Rome’s many epidemics. against Cleopatra that tried her charms one more time. She Cleopatra Selene married a fa- Antony had been “bewitched by blamed everything on Antony and vorite of Octavian, who sent them that accursed woman.” Octavian offered Octavian the treasures that to rule a kingdom in North Africa. accused Cleopatra of “enslaving” she had stuffed into her large tomb. They had a son whom she natu- Antony and that Rome itself was Octavian feared she would destroy rally named Ptolemy. He inherited next. He accused Antony of betray- the treasure. She feared being taken the kingdom, but displeased the ing Rome. Antony made matters to Rome in golden chains to display Roman , who had worse by divorcing Octavia. in his triumph. him murdered in 40 A.D. His death Finally, Octavian got the Senate Ultimately, Cleopatra took her brought an end to Cleopatra’s to declare war against Cleopatra. own life, probably with some pain- Ptolemy Dynasty. He calculated correctly that Antony less poison. There is a famous would defend her. Then both of story that she was bitten by a DISCUSSION AND WRITING them could be destroyed. , but this is unlikely. Dead at 1. How did Cleopatra go about Soon both sides were assembling age 39, she had been Queen of building her empire differently ships and armies. Cleopatra paid for Egypt for over 20 years. than the Roman men in her life? most of Antony’s war fleet and com- Octavian allowed Cleopatra and 2. What do you think was Cleopa- manded a fleet of her own. The Antony to be buried together in her tra’s biggest mistake? Why? What showdown came in a naval battle off tomb. He took her treasure and an- do you think was her greatest ac- the west coast of Greece. nexed (took over) Egypt. But complishment? Why? When the opposing fleets Cleopatra denied him the pleasure 3. Were Cleopatra, Caesar, Antony, clashed in battle on , of marching her in golden chains at and Octavian all villains in this 31 B.C., neither side gained an ad- his triumph in Rome. true story? Who was the worst? vantage. Suddenly Cleopatra in her Caesarion, age 17, was captured Why? treasure-laden ship broke through and murdered by Octavian’s men. the battle and headed for Egypt. Antony quickly followed her. Octavian claimed the two fled out ACTIVITY of cowardice. But there is evidence Who Was the Real Cleopatra? that this was a planned escape. The class will decide this question by debating three positions that Cleopatra had seen a number of bad have taken on Cleopatra over the centuries: omens, and she feared a victory by A. Cleopatra was an immoral seducer and power-mad schemer. Octavian would clear the way for B. Cleopatra was a smart ruler and skillful strategist. him to attack a defenseless Egypt. Antony and Cleopatra ended up C. Cleopatra used ruthless tactics to survive in a violent man’s world. in Alexandria. When Octavian ar- 1. Form four groups. Three of them will act as the debating groups. rived, hungering for Cleopatra’s Each group will argue for one of the above positions on the ques- treasure, Antony attempted to fight tion. Each debating group will need to review the article for facts him on sea and land but failed. and events that support its position. Cleopatra tried to escape to , 2. The fourth group will act as the debate judges. Judges have the re- but her ships in the Sea were sponsibility of asking questions and challenging the arguments of burned by a hostile neighboring the debating groups. king. Cleopatra then tried to nego- 3. After all the debating groups have finished, the judges will discuss tiate with Octavian to save herself, and decide which position best answers the question: Who was her children, and her kingdom. the real Cleopatra? One day Antony received word 4. OPTIONAL — Finally, discuss as a whole class whether you agree that his lover had killed herself. He that all three positions above are true.

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Standards Puritan Massachusetts: Theocracy or Democracy? National High School U.S. History Standard 3: Understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies and how Eu- ropeans struggled for control of North America and the Caribbean. Understands social and economic characteristics of European colonization in the 17th and 18th centuries (e.g., changing immigration and settlement patterns of Puritans…). National High School U.S. History Standard 4: Understands how political, religious, and social institutions emerged in the English colonies. Understands characteris- tics of religious development in colonial America (e.g., the presence of diverse religious groups and their contributions to religious freedom…the major tenets of Puritanism and its legacy in American society… Puritan objections to their ideas and behavior). Understands the similarities and differences in colonial concepts of community (e.g., Puritan’s covenant community…). Common Core Standard RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific de- tails to an understanding of the text as a whole. Common Core Standard RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. Common Core Standard SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Common Core Standard SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Who Was the Real Cleopatra? National High School World History Standard 3: Understands the major characteristics of civilization and the development of civilizations in , Egypt, and the Indus Valley. (3) Understands features of trading networks in Egypt. National High School World History Standard 8: Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediter- ranean and Southwest from 600 to 200 BCE. (7) Understands how Egyptian society saw itself in relation to its gods and how attitudes towards women are indicated in representations of its goddesses. National High School World History Standard 9: Understand how major religious and large-scale arose in the Mediterranean Basin, , and India from 500 BCE to 300 CE. (1) Understands shifts in the political framework of Roman society (e.g., major phases in the empire’s expansion through the CE; how imperial rule over a vast area transformed Roman society, economy, and culture; the causes and consequences of the transition from to Em- pire under in Rome; how Rome governed its provinces from the late Republic to the Empire...). Common Core Standard RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text. Common Core Standard RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims. Common Core Standard WHST.6-8.1: Write arguments focused on discipline-specific content. (b) Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Common Core Standard WHST.9-10.1: Write arguments focused on discipline-specific content. (b) Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. California History/Social Science Standard 6.2: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. (3) Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. (6) Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. California History/Social Science Standard 6.7: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. (1) Identify the location and describe the rise of the , including the importance of such mythical and historical figures as…Julius Caesar…. (3) Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the em- pire fostered economic growth through the use of currency and trade routes. (4) Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire. How the First State Constitutions Helped Build The U. S. Constitution National High School U.S. History Standard 7: Understands the impact of the American Revolution on , economy, and society. Understands the differ- ences among several state constitutions (e.g., various applications of 18th-century , such as virtue in government, balancing the interests of different social groups, service to the common good, representation, separation of powers, judicial independence, and the of ). National High School U.S. History Standard 8: Understands the institutions and practices of government created during the Revolution and how these elements were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights. Un- derstands influences on the ideas established by the Constitution (e.g., the ideas behind the distribution of powers and the system of checks and balances…. Common Core Standard RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from spe- cific details to an understanding of the text as a whole. Common Core Standard RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. Common Core Standard SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Common Core Standard SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. California History/Social Science Standard 8.3: Students understand the foundation of the American political system and the ways in which citizens participate in it. (1) Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institu- tions and ideas developed. California History/Social Science Standard 8.9: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Inde- pendence. (2) Discuss the abolition of slavery in early state constitutions. California History/Social Science Standard 11.1: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of gov- ernment described in the Declaration of Independence. (2) Analyze…the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights. Standards reprinted with permission: National Standards © 2000 McREL, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Ste. 500, Aurora, CO 80014, (303)337.0990. California Standards copyrighted by the California Dept. of Education, P.O. Box 271, Sacramento, CA 95812.

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