Download rome notebook - Ocean View School District

Marine View Middle School
7th Grade
Social Studies
Notebook 1
Name:___________________________________________
Period:_________ Mrs. Seelig
UNIT OVERVIEW

ESSENTIAL
QUESTIONS
TEXTBOOK


How do events, which begin in other parts of the globe, have consequences for people who
live far away?
How did the size and economy of the Roman Empire affect its stability?
What factors led to the disintegration of the Roman Empire?
Chapter 1 (Page 133-169)
PROJECTS


G.R.A.P.E.S. of Me
Rome Mini Q
ASSESSMENTS



Chapter 1 Test
Weekly Quizzes
Notebook 1 Check

Objective 1: I will be able to create notes in order to show my comprehension of the reading
material and class presentations

Objective 2: I will be able to make thinking maps to understand the concepts of the unit.

Objective 3: I will be able to compose essays relating to the topics of the unit

Objective 4: I will be able to participate in classroom discussions

Objective 5: I will be able to evaluate my notes and apply my knowledge of the material in
order to be successful on the unit final and quizzes.
OBJECTIVES
DAILY THINKING POINTS DESCRIPTIONS
MAPING MONDAYS
On Monday you will be viewing a map and completing information about it. The information for
each map will be what you will need to study for the weekly quiz.
T.A.C.O.S. TUESDAY
Every Tuesday you will viewing a political cartoon and “tacoing” it. You will need to answer the
following questions about the document:
 (T)ime: What time period is this document referring to? What clues in the picture can
help you figure it out?
 (A)ction: What is going on in the picture? What are people doing/saying?
 (C)aption: Write down all the words or text that you see in the picture (captions, thought
bubbles, labels, etc.)
 (O)bjects: List everything that is visible in the picture.
 (S)ummary: What does this have to do with real life? What does this mean? Why is this
important?
WORK IT OUT
WEDNESDAY
On Wednesday you will be given a prompt and you must respond to it with at least 3 sentences
which demonstrate your thinking about the topic.
THINKING
THURSDAY
Each Thursday you will take a quiz. The quiz will have questions about the map of the week,
as well as, the topic of the week. After taking the quiz you will record your score and reflect on
it by writing at least 4 complete sentences about your strengths and areas you could improve.
FOCUSED FRIDAY
Fridays will be for you to write a reflection about your learning for the week. Your reflection
must be at least 5 sentences and must respond to the following:
 What were the topics covered this week?
 What did you like most about this week’s lessons?
 What did you like least about this week’s lessons?
 What is something that you are proud of this week?
 What is something you can improve on for next week?
0
MAP 1
Directions: On the map you will need to
1. Label the following:
 Continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America,
 Oceans: Pacific, Atlantic, Indian, Arctic, Southern Ocean
1
TUESDAY
Time:____________________________________________________________
Action:___________________________________________________________
________________________________________________________________
Date:_______ ________________________________________________________________
Caption:_________________________________________________________
________________________________________________________________
Objects:_________________________________________________________
________________________________________________________________
Summary:________________________________________________________
________________________________________________________________
________________________________________________________________
WEDNESDAY Question:________________________________________________________
________________________________________________________________
Date_______ Response:_______________________________________________________
________________________________________________________________
________________________________________________________________
THURSDAY
Date:_______
FRIDAY
Date:_______
Quiz Score:_______________________________________________________
Refection:________________________________________________________
________________________________________________________________
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2
MAP 2
Directions: On the map you will need to
1. Label the following:
 Equator, Prime Meridian, Tropic of Cancer, Tropic of Capricorn, North Pole, South Pole, Southern
Hemisphere, Northern Hemisphere, Western Hemisphere, Eastern Hemisphere
2. Highlight the Equator with a yellow line and the Prime Meridian with a red line
3. Create a Compass Rose in the bottom right corner
3
TUESDAY
Time:____________________________________________________________
Action:___________________________________________________________
________________________________________________________________
Date:_______ ________________________________________________________________
Caption:_________________________________________________________
________________________________________________________________
Objects:_________________________________________________________
________________________________________________________________
Summary:________________________________________________________
________________________________________________________________
________________________________________________________________
WEDNESDAY Question:________________________________________________________
________________________________________________________________
Date_______ Response:_______________________________________________________
________________________________________________________________
________________________________________________________________
THURSDAY
Date:_______
FRIDAY
Date:_______
Quiz Score:_______________________________________________________
Refection:________________________________________________________
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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4
MAP 3
Directions: On the map you will need to use page 138 in the textbook about the Roman Empire
1. Label the following
 Spain, Gaul, Britain, Italy, Greece, Syria, Palestine, Egypt, Arabia, Africa, Asia Minor, Atlantic Ocean, North
Sea, Mediterranean Sea, Black Sea, Adriatic Sea
5
TUESDAY
Time:____________________________________________________________
Action:___________________________________________________________
________________________________________________________________
Date:_______ ________________________________________________________________
Caption:_________________________________________________________
________________________________________________________________
Objects:_________________________________________________________
________________________________________________________________
Summary:________________________________________________________
________________________________________________________________
________________________________________________________________
WEDNESDAY Question:________________________________________________________
________________________________________________________________
Date_______ Response:_______________________________________________________
________________________________________________________________
________________________________________________________________
THURSDAY
Date:_______
FRIDAY
Date:_______
Quiz Score:_______________________________________________________
Refection:________________________________________________________
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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TEXTBOOK SCAVENGER HUNT
Our textbook, Discovering Our Past: Medieval and Early Modern Time, contains a wealth of information. The trick is to
know where to look to access the information inside the book. We will practice by completing a scavenger hunt and
answering the following questions.
1. What civilizations are discussed in Unit 2? __________________________________________________________
a. I found this on page ____________
2. What is the topic of chapter 5? ___________________________________________________________________
a. I found this on page ____________
3. What page is the political map of Africa on? ________________________________________________________
4. What kinds of tips are given on pages 50-59? _______________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
5. What reading skill will you be learning about on pages 134-135? ________________________________________
___________________________________________________________________________________________
6. What words are highlighted on page 137? (*hint: It is not only vocabulary) ________________________________
___________________________________________________________________________________________
7. Who is the biography about on page 226? _________________________________________________________
8. Where can you find the Big Ideas in each chapter? __________________________________________________
9. What is the last word in the glossary? _____________________________________________________________
10. What page is the Spanish glossary on? ___________________________________________________________
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WHAT IS HISTORY?
This question may seem really easy, even silly. Most people would say that history is the study of the important
people, dates, and events of the past. This answer is true as far as it goes. But who decides what people, dates, and events
are important? And why should we bother learning about them?
Let’s dig a little deeper into the question “What is history?” First of all, history is an important way of thinking about
the world. To see what this means, imagine waking up tomorrow and not being able to remember a single thing about your
past. You can’t remember your name, who your parents or family members are, the rules to your favorite game, or anything
you ever learned in school. Without a knowledge of your own past, you might feel lost and lonely. You wouldn’t even know
who you are. And you would have a difficult time making good decisions about what to do next.
In a similar way, history helps us make sense of the world. History is the memory of communities, peoples, and
nations. Without history, individuals and whole countries would lose their sense of direction. The next time you watch the
news on TV, notice how often reporters, politicians, and others mention something about the past. Humans constantly use
their knowledge of the past to help them make sense of what is happening today.
History is also an academic discipline. It is a systematic way of using evidence to make sense of the past. When you
think about it, the past is not an easy thing to study. After all, it’s not here any longer for anyone to observe directly. So
historians turn to many kinds of evidence to describe and understand the past. They’re fascinated by old documents, maps,
tools, ruins, and many other kinds of evidence. They want to know who created these things and for what reason, and what
they can teach us about the past.
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HISTORY AS AN ONGOING ARGUMENT
Some people think that history is just a listing of facts. That is not true.
To make sense of the past, historians must weigh the available evidence and try to figure out what the facts are. Then they
need to stitch the facts together to answer the questions that interest them. In doing this, they must use their judgment. And
that means that their own viewpoints come into play. As a result, historians argue all the time. They argue about what the
facts really are. They also argue about how to interpret the facts.
History, then, is much more than a listing of “facts.” Some people have even described history as an ongoing
argument about the past. Why does the argument go on? Sometimes historians find new evidence, such as an ancient
document or a new archeological discovery. The new evidence may lead them to challenge old interpretations. Sometimes
historians take a fresh look at existing evidence and see things that others have overlooked. As they do so, they may correct
an earlier historian’s error or explain events in a different way.
READING HISTORY
Our discussion leads to some key points about how to read history. You can’t just assume that what you’re reading
is the final truth. If you read more than one version of history, you are likely to find differences. So when you read history,
ask yourself these questions:
• Who wrote this document?
• When was it written?
• What kinds of evidence does the author use?
• Is the evidence reliable?
• Is the author trying to promote a particular viewpoint?
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AN EXAMPLE OF A HISTORICAL ARGUMENT
Let’s look at one example of a historical argument. This year in Social Studies you will learn about the Scientific Revolution.
Most textbooks say that the Scientific Revolution began in Western Europe with a man named Copernicus. In the early
1500s, Copernicus proposed a startling idea. In his day, most people believed that Earth was the center of the universe,
and that it didn’t move. Copernicus suggested that Earth and the other planets travel around the sun.
How did Copernicus come up with his idea? Textbooks will tell you that he studied the work of a man named
Ptolemy. Ptolemy had described a picture of the universe back in the second century c.e. In Ptolemy’s description, Earth
was the center of the universe. But Ptolemy had trouble explaining the observed motions of the planets in the heavens. To
make his picture of the universe work, he had to build a number of complications into his theory.
Copernicus thought that Ptolemy’s account was overly complicated. He argued that things fell into place more simply
if Earth and other planets traveled around the sun. Today we know that Copernicus was correct, and he is often honored
as the father of the Scientific Revolution.
That’s a neat and tidy story. But is it the whole story? Some historians have pointed out that Copernicus may not
have come up with his ideas completely on his own. Instead, he may have found important clues in the work of Muslim
scientists. Muslims are followers of Islam, one of the world’s great religions. This year, you will learn that Muslims built an
advanced culture during the Middle Ages. After the fall of Rome, learning declined in Western Europe. But in the Middle
East and Spain, Muslim scholars preserved ancient texts, including the works of Ptolemy. Eventually they passed on much
of this learning to Western Europe.
Muslim scholars also made many advances of their own. And, according to some historians, the work of a Muslim
scholar may have inspired Copernicus. The Muslim scholar was Ibn al-Shatir. Writing in the 14th century, he noted some of
the problems in Ptolemy’s theory. His mathematical arguments are very close to some that Copernicus used later
on. Historians know that Ibn al-Shatir’s text found its way to Rome sometime in the 1400s. What’s more, Copernicus once
studied in Rome. These facts raise an interesting possibility. Did Copernicus see Ibn al-Shatir’s work? If so, did he use it in
criticizing Ptolemy? Or did Copernicus just happen to come up with the same ideas?
10
Copernicus’s writings don’t mention Ibn al-Shatir. So we lack proof that he knew about the Muslim scientist’s
work. What we have are two facts, plus some logic. The first fact is that a Muslim text closely resembles some of what
Copernicus did. The second fact is that Copernicus could have seen this text. The logical argument is that the similarity is
not a coincidence. In other words, it is likely that Copernicus learned from Ibn al-Shatir’s work. Some historians favor this
argument. Others argue that Copernicus could have come up with his ideas on his own. They point out that the history of
science has many examples of discoveries being made independently by different people. This is the way history often
works. Sometimes the evidence doesn’t allow us to say for sure what happened. Then we are left with probabilities--what
is more or less likely. In reading history, it’s up to us to look at the evidence and the arguments and to make our best
judgment about who is right.
CONCLUSION
We started with a simple question: What is history? As you have seen, this question has many answers. History is a study
of the past. It is a way of making sense of the world. It is an academic discipline. It is a combination of facts and
interpretations of facts. It is also an ongoing argument that changes as new evidence is uncovered. And that is the most
exciting thing of all, because it means that history is very much alive.
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WHAT IS HISTORY ASSIGNMENT
1. What is history?
2. Is history just a listing of the facts? Explain with at least 2 sentences.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. How can two different historians come up with different versions of the past?
_________________________________________________________________________________________________
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_________________________________________________________________________________________________
4. Why can historical interpretations change?
_________________________________________________________________________________________________
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5. How does the example of Copernicus show why it is important to question and evaluate the history we read?
_________________________________________________________________________________________________
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GEOGRAPHY CORNELL NOTES
KEY POINTS NOTES
What is
geography?


PICTURE
Study of ______________
Comes from Greek
o ________=earth
o Graphy = ____________
The study of geography is broken down to the 6 Essential Elements:
1. The World in Spatial Terms
a. _______________________________
b. Asking __________________________
How do I study
geography?
2. Places and Regions
a. Place is where it is and what it is like
i. Examples= _____________________________
_______________________________________
b. Regions = groups of places united by one or more common
___________________.
3. Physical Systems
a. How things like _______________________________
________________________shape the earth’s surface
4. Human Systems
a. where people settle
b. why they _______________________
5. Environment and Society
a. how humans interact with and effect their ___________
6. The Uses of Geography
a. how geography helps us to understand ____________
___________________________________________
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KEY POINTS NOTES

PICTURE
Understand about hemispheres
o “Half-spheres” and show us half of the earth at a time.
o Everything north of the Equator is in the ____________
___________________ and everything south of the Equator
is in the ___________ ___________________.
o An imaginary line also runs from north to south. It is called
the ___________ _______________. Everything east of the
Prime Meridian for 180 degrees is in the Eastern
Hemisphere. Everything west of the Prime Meridian is in the
Western Hemisphere.

How do I study
maps & globes?
Understand latitude & longitude
o Lines of latitude are also called ________________. They
measure the distance ______________ and
_______________ of the equator.
o Lines of latitude are also called ___________________.
They measure distance _____________ and ________ of
the Prime Meridian.
o The grid system formed by lines of latitude and longitude
makes it possible to find the ____________
_______________ of a place. Only one place can be found
at the point there a specific line of latitude crosses a specific
point of longitude. By using degrees (˚) and ____________
(‘), which are points between degrees, people can pinpoint
the precise spot where one line of latitude crosses one line
on longitude, an absolute location.
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KEY POINTS
What are the
parts of a map?
NOTES
 Map Key
o Explains the _______________, __________________, and
__________________ used on a map
PICTURE
Symbols:
Cities=

Scale
o Helps you figure out ________________ on a map.
Capitals=

Compass Rose
o Tells where the _________________ directions (North, South,
East, West) are positioned.
Scale=

Physical Maps
o Shows the __________________, ________________ and
______________ features of an area

Political Maps
o Shows the _____________ and ________________ of
countries, the _________________of cities and other human
made features of a place.
What are the
types of maps?

Compass Rose=
Special Purpose or Thematic Maps
o Show ________________ or ________________ such as
population density, climate, or natural resources.
SUMMARY: _____________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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THE FIVE THEMES OF GEOGRAPHY CHART
THEME
ILLUSTRATION
DESCRIPTION
Movement
Movement describes how people, goods, information and
culture got to a particular place. There are 3 types of
movement:
1. Transportation=the movement of people or
goods
2. Communication=the movement of ideas and
information
3. Migration= the movement of people to different
places
Region
Region describes the similarities you may find in a place.
These can include language, culture and similar historical
background.
Human/Environment
Interaction
Human - Environment Interaction describes how humans
have changed a particular place (such as through canals,
highways, etc.) and how humans adapt to the environment
around them (like wearing jackets in cold climates).
Location
Location describes where something is on earth.
 You can have absolute location, which describes
exactly where it is located. To do this you could use
degrees of latitude and longitude or an exact address.
 You can also describe a place using relative location.
This is when you describe it in relation to another place.
You might say it is near, above, west of, etc.
Place
Place describes the physical and human characteristics of a
place. Physical characteristics are things like terrain, height
above sea level, landforms and climate. One human
characteristic, a place has, is population.
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5 THEMES OF GEOGRAPHY SORT
M
R
H
E
L
P
Movement: What pictures did you chose to put in this category and why?
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Region: What pictures did you chose to put in this category and why?
__________________________________________________________________________________________
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__________________________________________________________________________________________
Human/ Environment Interaction: What pictures did you chose to put in this category and why?
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
Location: What pictures did you chose to put in this category and why?
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
Place: What pictures did you chose to put in this category and why?
__________________________________________________________________________________________
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CHARACTERISTICS OF CIVILIZATION
A civilization is a group of cities that have the following five characteristics:
1)
2)
3)
4)
5)
A highly developed culture (architecture, music, art, etc.)
A system of government (monarchy, democracy, republic, etc.)
Social levels (rich, poor, middle class)
Stable food supply (agriculture)
Specialization of labor (a variety of different, specific jobs)
Without these five characteristics, a civilization cannot exist or survive. There have been numerous civilizations
throughout the course of history from the very beginning of time all the way up to the modern age.
In this class, we will use the acronym G.R.A.P.E.S. to identify, classify, and remember each individual civilization.
Geography: Where is the civilization located? What is the land like? What resources do they have?
Religion: What do they believe and how does it influence their daily lives?
Achievements: Did they have inventions or lasting legacies? buildings? contributions?
Politics: Who made decisions for the civilization? How was the government structured? What was it
like?
Economy: How were resources distributed? Was money used and did they trade? Who did they trade
with?
Social structures: Was there a social class system? What did it look like? Who was important? Who
was rich? Who was poor?
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G.R.A.P.E.S. OVERVIEW CHART
DEFINITION
KEY WORDS/ TERMS/ IDEAS
Geography
The study of the Earth’s
surface, climates and
countries
locations, directions, maps,
landforms, climate
Religion
Belief in one or more
gods; and the rules /
traditions related to that
names of God or gods, theism,
worship, prayer, temples,
beliefs, belief systems
Achievements
Something important or
difficult that was done
successfully; inventions
Politics
Ideas and activities
relating to government
and power
Economics
Having to do with
production and trade of
goods and money
Social Structures
The organization of
people and the way they
live in society; social
classes
inventions, contributions,
legacy, art, architecture, music,
technology, skills, discoveries,
inventions
Leadership, ruler, emperor,
king, power, law, government,
battles, war, territories,
boundaries, expansion
money, trade, goods,
production, products, taxes,
barter, merchants, jobs,
business
relationships, families, mobility,
rank, classes, levels, status,
servant, slaves, aristocrats
19
IMAGE
G.R.A.P.E.S. OF ME PROJECT OVERVIEW
DESCRIPTION: Currently we are learning about G.R.A.P.E.S. in our social studies class. This acronym stands for
geography, religion, achievement, politics, economics, and social structure. These concepts are the anchor of our social
studies learning this year. Our goal is to understand the GRAPES of each civilization we study. Since these concepts are
central to our study it is important that you clearly understand these concepts before we begin. In class we will be examining
each element of GRAPES. To demonstrate your learning you are going to be creating a “GRAPES of Me” project. In this
project you will communicate the geography, religion, achievement, politics, economics, and social structure of their own
family. You will be working in class to organize your ideas and create your project.
GUIDELINES:
•
•
•
•
•
•
•
Your project must include information about your family for each category of G.R.A.P.E.S.
Family may be defined as you see fit and may include extended family, ancestors, and/or be related to adoptive and
biological family.
Your project must have at least 6 pictures, which may be computer generated or drawn by hand.
Poster must not be larger than 12’x18’
May be typed or written in black ink.
Must be free from spelling and grammatical errors.
Must be neat and display creativity.
DUE DATE: ________________________________________________
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G.R.A.P.E.S. OF ME PROJECT ROUGH DRAFT
GEOGRAPHY
On this sheet please write the geography of your family according to some of the themes of geography
1) REGION: describe where you live-the city, county, state, country
___________________________________________________________________________________________
2) PLACE: Describe what your home and neighborhood look like; the physical characteristics—landforms, waterways, natural resources
___________________________________________________________________________________________
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3) MOVEMENT: Describe how your family decided to live where you do. Have you moved from a different home, city, or state?
___________________________________________________________________________________________
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RELIGION
We are defining religion as a common set of beliefs, values, or practices. This year we will be investigating religious
values of civilizations and how they impact the lives of the members of that civilization. For this project I want you to tell
me about the beliefs of your family. They could be connected to an organized religion or it could be a set of beliefs your
family lives by. I would also like you to give an example of how this impacts life in your family.
MY FAMILY’S BELIEFS: ***You may add more if you like!
We believe that _________________________________________________________________________________.
We believe that _________________________________________________________________________________.
We believe that _________________________________________________________________________________.
We believe that _________________________________________________________________________________.
OUR FAMILY MOTTO: A motto is a slogan or favorite saying, like "When life hands you lemons, make lemonade." A motto is something you might see on
a t-shirt or bumper sticker — a short sentence or phrase that has meaning for that person.
_________________________________________________________________________________________________
HOW DOES THIS IMPACT OUR LIFE: Please use as much space as you need to describe how your beliefs impact life in
your family by giving examples. You may use expository writing (writing to explain, ex: essay) or personal narrative writing
(a short story from your own life for this assignment. Think about which genre would work best to tell your story.
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ACHIEVEMENTS
Below please list any achievements you or family has made. You may define achievements in any way you like.
Some great examples can be big like awards, inventions, and discoveries or small like my aunt makes the best chocolate
cookies in the world! It is whatever you and your family consider and achievement.
________________________________________________________________________________________________
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POLITICS
How does your family make decisions? What type of political system do you have? Who has the power and how
did they get it? Please provide an example to strengthen your explanation.
________________________________________________________________________________________________
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ECONOMICS:
How does your family get the things that they need? How do you get the things you need? Do you use direct trade?
Do you use a currency to represent value? Please provide examples to strengthen your explanation.
________________________________________________________________________________________________
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SOCIAL STRUCTURE
Below draw a diagram to show how your family is organized. HINT:A family tree can work well here.
Does anyone in your family have a certain role? Is there someone who is responsible for a certain job? How does your
family spend time together?
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CHAPTER 1, SECTION 1: A PROSPEROUS EMPIRE
KEY POINTS
NOTES



Who was Augustus
and what did he
achieve?
Who ruled after
Augustus?






Rome’s 1st _________________________
Ruled from __________BCE to CE _____
Created a long era of peace in the empire called ________________________ =Roman peace
o Due to large army, ample food supply, and government improvements
Built an __________ of 150,000 men
o Created a special unit called the __________________ ________________ which was
9000 men in charge of protecting the _____________________
Added many __________________ to the empire
Rebuilt the city of _________________
Improved government by having a ________________ or governor for each province
Reformed the _____ system and the legal system to make laws for __________________
The four that came after him were part of his family and called the
_________________________________emperors
o Tiberius, Caligula, Claudius, Nero
Then a period of disorder occurred until _________________ took the throne and restored peace. He built
the ____________________, a huge arena that could hold 60,000 people.
 A group of 5 emperors that ruled from AD _____ to AD _____
o Nerva, Trajan, Hadrian, Antonius Pius, Marcus Aurelius
The “Good
 Empire was largest size during _____________ rule
Emperors”
 _________________ realized the empire was too big and established boundaries
o He built Hadrian’s Wall across Northern _____________ to keep pout the ___________ and
___________, warlike people
SUMMARY:____________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
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CHAPTER 1, SECTION 1: ROMAN CULTURE
The Romans admired the Greeks and studied their way of life, many times copying the Greeks in many ways. However
the Romans created a culture and style very much their own. In the chart below you will use pages 139-143 in the
textbook to analyze the similarities and differences within these two civilizations.
TOPIC
SIMILARITIES
DIFFERENCES
Art/Architecture
Literature
Science & Engineering
Religion & Philosophy
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EXAMPLES/MAIN POINTS
ROMAN LEGACY ACTIVITY
Art& Architecture
Literature
Science & Engineering
Religion & Philosophy
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CHAPTER 1 SECTION 2: THE FALL OF ROME
KEY POINTS
NOTES

AD 180 _______________________ becomes emperor.
o Cruel, wastes money
o Fought as a __________________
o Killed in AD 192 by his bodyguard

Severans
o Emperors that ruled Rome
o Paid ______________ well but ignored problems of _________________ and
_________________
o Last ruled died in AD 235

After the Severans army leaders fought for the throne and Rome had _____ different emperors

Many government officials would take _____________

Many Romans did not honor the old ideals of ______________, honor, and _______________

Talented people _______________ to serve in government
Poor Leadership
Economic & Military
Problems
With a weak government, _________ and order broke down
 Road and bridges were _________________
 Unsafe ____________ routes
 Information could not ____________ across the empire
 The army could not protect against _________________
 _____________ were destroyed and crops stolen
 _____________ began to spread throughout the empire
 Loss of jobs and products
 Suffered from inflation= when ______________ loses its value, because less gold put into coins
o People began to ______________, or trade goods without money
 Taxes not being _____________
 Fighting increase and government could not ___________ or pay Roman soldiers
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KEY POINTS
Diocletian’s
Reforms
Constantine the
Great
NOTES
 Became emperor in AD _______
 Divided the empire into ____________________
 Issued rules to slow inflation
o Made a set price of ____________ and wages for ___________
o Made workers stay at the same job until they _______
 Reforms failed—people _____________ the rules and Diocletian did not have enough __________ to
make them
 Became emperor in AD ________
 Issued orders to help the economy
o Son had to do the same work their father’s did
 Ex: sons of _______________ serve in ________
 Moved the capital from Rome to _______________________
o Built a forum, an amphitheater called the ____________________
o City called _________________________
 Now known as _______________________
 Was the first ____________________ Roman Emperor
o Gave __________________________ to Christians
o Helped advance the early ________________________________
o Encouraged discussions about the ______________________(Father, Son, Holy Spirit)
o Believed in ________________ of religion
o Made _________________________ the official religion of Rome
 Died in AD 337
o _____________________ becomes emperor and splits the empire into east & west in AD _____

Many __________________ groups came to Rome because of its climate and wealth and to flee from
the ______________, warriors from Mongolia

The _________________ feared the Huns and asked the Roman Emperor for protection.
o They could stay but had to be ____________ to Rome
o Eventually they rebelled and defeated Roman legions forcing them to _______________ land

In 410 the Visigoth leader, ________________ captured the city of Rome
o He burned records and looted the ______________
o It was the first time Rome had been conquered in ___________ years
Rome is Invaded
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
The Vandals overtook _______________ and northern Africa and then sailed to Italy
o In 455 they entered Rome and destroyed everything ________________
o The word ________________________ comes from these attacks

In 476, a Germanic general named, __________________________ took control overthrowing the
western emperor, ________________________________________
o Historians use this to mark the ____________ of the Western Roman Empire

By AD 550 the ____________________ Roman Empire had faded away but its legacy lives on.
SUMMARY:____________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
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FALL OF ROME ANALYSIS
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FALL OF ROME MINI Q PROJECT
Background Essay
What Were the Primary Reasons for the “Fall” of Rome?
Rome — the city that would become the center of one of the World’s greatest empires — began around 750 BCE as
an unremarkable settlement. During Rome’s early years, the most wealthy and powerful people of the Mediterranean world
were the Greeks. However, by 200 BCE, the Greek empire was weakening and Rome was turning into a giant, spilling over
its borders as it acquired foreign lands. No longer a sleepy little town, Rome had become a powerhouse.
As With so many empires, Rome’s rise to power came with the thrust of a spear and the slash of a sword. The
enormous Roman army conquered territory from modern-day Scotland to Spain, gained control of the whole Mediterranean
Sea, and established colonies in North Africa, Egypt, the Middle East and Asia Minor. By the Year 44 BCE, when Julius
Caesar became Rome’s emperor, there were no major rivals left to defeat.
Caesar used his hero status — along with bribery, beatings and even assassination — to gain political power. Over
the next two decades, Rome shifted from being a republic, with elements of democratic control, to an empire with power in
the hands of an emperor and the military.
Rome’s first two centuries as an empire were years of relative stability, increasing power, and great imperial wealth.
It was a time known as the Pax Romana, the time of Roman peace. Rome was clearly top dog in the western world. But as
Rome was to discover, size has its problems. The empire acquired new subjects who were not Roman and who often did
not want to be Roman—in Gaul (France), in England, beyond the Danube River, in the Middle East
Controlling this expanded empire meant a larger army, which in turn meant a need for more food, clothing, weapons and
supplies. Political strains developed at home. Leaders in Rome focused less on debate and compromise and more on force
to get their way. Having existed for centuries as a republic, Rome eventually became more like a dictatorship.
As Rome drifted through the 3rd century, survived the 4th, and staggered into the 5th, one general problem was
apparent — life at the top was getting soft. Upper-class Romans were losing their edge. When a country is on the make,
when energy and hope are high, leaders and their people are more willing to work hard and to sacrifice. When the goal
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appears to have been reached, it is easy to get lazy. The evidence for this was a love of luxury, a decline in the quality of
literature, even a decision by upper-class Romans to have fewer children because child-raising was a bother.
But there was more to Rome’s decline than developing a soft belly. By the 5th century CE, when the city was sacked
by outside invaders, Rome had been badly weakened by a number of problems. Parts of the empire would survive,
particularly in Constantinople and the East, but the old heart of the empire — Italy and the West — was shattered.
Your task is to examine the documents in this Mini-Q and decide which three problems were most responsible for
bringing Rome to its knees. Then, of these three problems, decide which was most important. In other words, what were
the primary reasons (and the most important reason) for the “Fall” of Rome?
QUESTIONS
How many years passed between Rome’s early days as a settlement and its invasion in the 5 th century CE? __________
What was the Pax Romana? ____________________________________________________________________
In what way did the form of Roman government change around the time of Julius Caesar? ___________________
___________________________________________________________________________________________
Beginning in the 3rd century, Rome was developing a “soft belly.” What does that mean? __________________________
_________________________________________________________________________________________________
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Understanding the Question
1. What is the analytical question asked by this mini Q?
___________________________________________________________________________________________
2. What terms in the question need to be defined? ____________________________________________________
3. Rewrite the question in your own word
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Pre-Bucketing
Directions: Use any clues from the mini Q question, the background essay, and your notes to come up with 5 reasons Rome Fell
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DOCUMENT A
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DOCUMENT A ANALYSIS
1. How many Roman emperors ruled during the 50 year period covered by this chart?_____________ How many died a
natural death?_____________ How many were victims of assassination or possible assassination? ________________
2. What message might these frequent and violent changes in leadership have sent to people of the Roman Empire?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. What message might these frequent and violent changes in leadership have sent to people outside the Roman Empire?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
4. How does this document help explain the decline of the Roman Empire?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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DOCUMENT B
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DOCUMENT B ANALYSIS
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DOCUMENT C
40
DOCUMENT C ANALYSIS
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DOCUMENT D
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DOCUMENT D ANALYSIS
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DOCUMENT E
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DOCUMENT E ANALYSIS
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DOCUMENT F
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DOCUMENT F ANALYSIS
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GETTING READY TO WRITE--BUCKETING
REASON 1
REASON 2
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REASON 3
THESIS—The statement that tells what your essay is about.
________________________________________________________________________
________________________________________________________________________
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Mini Q Rough Draft – What were the primary reasons for the ‘fall’ of Rome?
Introduction Paragraph:
Hook/Grabber (1 sentence): Get your reader interested
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Historical Background (2 sentences): Include time, place, people, and background of Roman situation, etc.. Use background essay to help you!
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Thesis: (1 sentence): This is your argument for your essay and includes your three main reasons .
There are three main reasons why these issues contributed to its fall: _________________________________________,
___________________________________________, and _________________________________________________.
Body Paragraph #1: Weakest Reason (Reason #1 in thesis and evidence from relevant documents)
Topic Sentence (1 sentence): Restates your first main reason that supports your thesis.
The first reason the issues within Rome contribute to its fall was_____________________________________________.
Evidence and Analysis: (4 sentences) Provides support from at least one document for first reason and explains how related to thesis.
In document ___ it ___________________ (shows that, states, etc.) __________________________________________
(Evidence to prove thesis)
________________________________________________________________________________________________.
This helps explain __________________________________________________________________________________
_________________________________________________________________________________________________
Also, in document ___ it
(analysis/explanation of how evidence proves thesis)
___________________ (shows that, states, etc.) ________________________________________
(Evidence to prove thesis)
_________________________________________________________________________________________________
This demonstrates__________________________________________________________________________________
_________________________________________________________________________________________________
(analysis/explanation of how evidence proves thesis)
Concluding sentence (1 sentence):
Based on the evidence mentioned it shows that ________________________________contributed to the fall of Rome.
(first reason)
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Body Paragraph #2: Middle Reason (Reason #2 in thesis and evidence from relevant documents)
Topic Sentence (1 sentence): Restates your first main reason that supports your thesis .
The second reason the issues within Rome contribute to its fall was___________________________________________.
Evidence and Analysis: (4 sentences) Provides support from at least one document for first reason and explains how related to thesis.
In document ___ it ___________________ (shows that, states, etc.) __________________________________________
(Evidence to prove thesis)
________________________________________________________________________________________________.
This helps explain __________________________________________________________________________________
_________________________________________________________________________________________________
(analysis/explanation of how evidence proves thesis)
Also, in document ___ it ___________________ (shows that, states, etc.) ________________________________________
(Evidence to prove thesis)
_________________________________________________________________________________________________
This demonstrates__________________________________________________________________________________
_________________________________________________________________________________________________
(analysis/explanation of how evidence proves thesis)
Concluding sentence (1 sentence):
Based on the evidence mentioned it shows that ________________________________contributed to the fall of Rome.
(second reason)
Body Paragraph #3: Strongest Reason (Reason #3 in thesis and evidence from relevant documents)
Topic Sentence (1 sentence): Restates your first main reason that supports your thesis .
The final reason the issues within Rome contribute to its fall was___________________________________________.
Evidence and Analysis: (4 sentences) Provides support from at least one document for first reason and explains how related to thesis.
In document ___ it ___________________ (shows that, states, etc.) __________________________________________
(Evidence to prove thesis)
________________________________________________________________________________________________.
This helps explain __________________________________________________________________________________
_________________________________________________________________________________________________
(analysis/explanation of how evidence proves thesis)
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Also, in document ___ it ___________________ (shows that, states, etc.) ________________________________________
(Evidence to prove thesis)
_________________________________________________________________________________________________
This demonstrates__________________________________________________________________________________
_________________________________________________________________________________________________
(Analysis/explanation of how evidence proves thesis)
Concluding sentence (1 sentence):
Based on the evidence mentioned it shows that ________________________________contributed to the fall of Rome.
(last reason)
Conclusion Paragraph
Address Counter Arguments (3 sentences): Acknowledges other arguments and evidence
It is true that some of Rome’s issues did not contribute to its fall. For example, (describe evidence from documents that supports
the opposite argument of your thesis) _______________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________.
Restate Thesis and refute (1 sentence): proves counter arguments are wrong and reminds reader of main points of your argument.
However, the three reasons presented in this essay,_______________________________________________________,
________________________________________________, and____________________________________________;
prove that, in the end, the reasons contributed to the fall of Rome.
** Final Draft must be typed using 12 point font, either Arial or Times New Roman.
It needs to be double spaced and have 1 inch margins on each side. **
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CHAPTER 1, SECTION 3: THE BYZANTINE EMPIRE
KEY POINTS
NOTES
 Reached high point in the AD _________
 Stretched west to _____________ south to _____________ and east to Arabia
 Empire made up of many people
The Rise of the
Byzantines
o Greek, Egyptians, Syrians, ____________, Armenians, __________, Persians, __________ & Turks
 Capital was __________________________
o On the waterway between the ______________ and _______________ Seas
o Sat at the crossroads of _________________ routes
o Easily ___________________
o Was known as “_____________________”
 Buildings and palaces built in Roman _____________
 Based political and social life on Rome as well
 Spoke ________________ and followed Roman ___________
 Poor people received free_______________
o Later became more ________________
o Other cultures also influenced the civilization
o Between AD 500 and AD 1200 the Byzantines had one of the world’s ______________ & most
_________________ empires
 Ruled from AD ________ until AD __________
 Strong leader
Emperor Justinian
o Controlled the ___________________, made _________, was supreme ____________
o His orders could not be ____________________
 Ordered a general name ___________________ to strengthen and lead the army
o He reorganized the army and utilized the ______________, soldiers on horseback
o The military conquered most of _______________, Northern _____________, and defeated the
________________ in the east.
 Had legal scholars headed by _________________ to reform the law code
o Created a simplified code known as _____________________________
 Made the empire’s laws easy to __________________
 Has influenced many laws of other countries
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KEY POINTS
Empress Theodora
NOTES
 Former _________________________
 Strong-willed , intelligent
 Helped __________ the government
 At her urging Justinian granted more rights to _______________
 Helped save Justinian’s __________________
o
During an uprising she told him to stay and _______________
 The head of the church of Rome is the _____________
o
o
Became strongest leader in ______________________________
The Latin churches under him became known as the Roman ________________ Church
 In the Byzantine Empire they developed their own form of ______________________
o
o
Based on _______________ heritage
Known as Eastern ___________________ Church
 The Church and ______________________ worked closely together
The Byzantine
Church
o
o
o
o
Byzantines believed their emperor represented _______________________
The emperor was __________________ in a __________________ ceremony
The emperor chose the patriarch, the ______________church _______________, in Constantinople
The emperor was in control of the _____________________ and the _______________
 Byzantines were interested in religious matters
o
o
o
Felt ________ wanted them to spread Christianity
Loved to discuss the relationship between _______________ and God
Dispute over use of _________ divided the Church
 Some honored the icons which were pictures of ____________ and other religious people
 Some felt the icons were a form of ____________ worship
 Emperor Leo _____________ approve of icons and ordered them to be removed from
churches
 The officials that removed them were known as ___________________, or image
breakers
 Many leaders including the ___________ opposed the emperor’s order
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 Conflicts existed between the Roman Catholic Church and the Eastern Orthodox Church
o
o
o
o
o
o
Pope claimed to be the ___________ of all Christian Churches
Byzantines claimed the patriarch of Constantinople and other bishops were __________ to the Pope
The two churches refused to help each other when outsiders _________________
In the Byzantine Empire the emperor had _____________ with church respecting his wishes
In the West the pope claimed both ___________________ and ________________ power
In AD 1054 the pope and patriarch of Constantinople ___________________________each other
 Declared that each of them no longer belonged to the _________________
 Created a _______________ or separation of the two important branches of Christianity
 The empire was the center of ______________ which created wealth
 Most Byzantines were not ______________________
 Major industry was ____________________________________
 Highly ___________________ and _____________________
 Preserved and passed on the _______________culture and Roman __________
 Constantinople was known for its churches and palaces
_____________________________ or “Holy Wisdom” was a huge church built during Justinian’s
reign. It still stands today in ___________________
o Many churches had _________________, pictures made from tiny pieces of glass or stone
 The __________________ was the center of social life
o Religion and government stressed the _________________ of marriage and family life
o ____________________ was rare
o Women were not encouraged to lead ______________________ lives
 However thanks to Theodora many women gained important _____________ and became
well ____________________ and involved in ____________________
o Some royal women became __________________, a person who stands in for a ruler that is too
young or too ill to govern
 ________________________ was highly respected
o The government supported the _________________ of scholars and government _______________
o In schools boys learned__________________, medicine, law, arithmetic, _______________, etc.
o Girls did not attend school but were taught at ______________
o Many writers wrote about _______________
o Writers copied and passed on the writings of the ___________________________ and
____________ which preserved these works
o
Byzantine
Civilization
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SUMMARY:____________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________________________________________
_________________________________________________________________________________________________________
BYZANTINE EMPIRE LEGACY
Art& Architecture
Literature
Science & Engineering
Religion & Philosophy
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BYZANTINE EMPIRE MAP
Directions: Use page 158 of your textbook to complete the map. It must have a key, the scale, and a compass rose
___/
25
Name:_______________
_____
Period:___
Date:___________
200313
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EASTERN & WESTERN ROMAN EMPIRE G.R.A.P.E.S.
GUIDING QUESTIONS
Geography
Religion
Achievements
Political
Structure
Economy
Social
Structure
WESTERN ROMAN EMPIRE
Where is the civilization we are
studying located? What is the
weather and climate like? What is
the vegetation like? What are the
surrounding civilizations called?
Mountains? Rivers? Valleys?
What did these people believe in?
One god? Many gods? How did
they worship? What were their
places of worship called?
What are some amazing things this
civilization left behind? What kind
of art, scientific discoveries,
inventions, literature are they
famous for?
Who ruled in this civilization? Was
it many people? Was it just one
person? What was their form of
rule called? What are the names of
famous rulers from this civilization?
How did this civilization make
money? Did they trade with other
countries? Did they share? Did
they pay taxes?
How did people in this civilization
interact with each other? Were
there social classes? Did women
and men have different roles?
What were their values?
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EASTERN ROMAN EMPIRE
CHAPTER 1 TEST PREPARATION
The test wil be given on ________________ and will be worth ______________ points.
There will be the following types of questions on the test:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I will need to study the following pages _________________________________________
________________________________________________________________________
I will also need to review the quizlet which will be on Google Classroom.
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UNIT REFLECTION
In the space below reflect on what you learned in this unit. Write about what you liked and disliked, what you want to
know more about, how you overcame any difficulties, what surprised you, what you are proud of, etc.
Your response must be at least 10 sentences
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_________________________________________________________________________________________________
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_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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_________________________________________________________________________________________________
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_________________________________________________________________________________________________
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_________________________________________________________________________________________________
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ASSIGNMENT LOG
Each assignment will be checked for completion and then stamped.
NO STAMP=NO CREDIT
ASSIGNMENT
STAMP
ASSIGNMENT
MAP 1
GEOGRAPHY NOTES
DAILY POINTS 1
5 THEMES CHART
MAP 2
5 THEMES SORT
DAILY POINTS 2
GRAPES OF ME RD
MAP 3
CH 1 SECT 1 NOTES
DAILY POINTS 3
CH 1 SECT 1 CHART
SCAVENGER HUNT
ROMAN LEGACY
WHAT IS HISTORY
CH 1 SECT 2 NOTES
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STAMP
ASSIGNMENT
STAMP
ASSIGNMENT
FALL OF ROME
ANALYSIS
BYZANTINE EMPIRE MAP
MINI Q PLANNING
EMPIRES GRAPES
MINI Q RD
CH 1 TEST PREP
CH 1 SECT 3 NOTES
UNIT REFLECTION
STAMP
REVIEWS
PEER REVIEW: I, ___________________________________have reviewed this assignment log and checked this notebook for
completion of all pages.
COMMENTS: ______________________________________________________________________________________________
________________________________
Print Name
_____________________________________
Signature
PARENT/GUARDIAN REVIEW: I have reviewed my son/daughter’s assignment log and checked their notebook for completion of all
pages.
COMMENTS:______________________________________________________________________________________________
________________________________
Print Name
_____________________________________
Signature
FINAL UNIT 1 NOTEBOOK GRADE: ______________
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