Download 2 The Empire at Its Height

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Section
2
S e c ti o n
The Empire at Its Height
2
Standards-Based Instruction
Reading Preview
Reading Skill
H-SS 7.1.2 Discuss the
geographic borders of the
empire at its height and the
factors that threatened its
territorial cohesion.
E-LA Reading 7.2.1
Understand and analyze the
differences in structure and
purpose between various
categories of informational
materials (e.g., textbooks,
newspapers, instructional
manuals, signs).
Standards at a Glance
Vocabulary Builder
Analyze Text Structure
The informational
material in a textbook
is organized with
important ideas
supported or explained
with details. Often,
this structure is made
clear by the headings
and subheadings in
the text.
High-Use Words
reform (rih FORM), p. 12
capable (KAY puh buhl), p. 15
Students will focus here on the Roman
Empire at its height and some of the
challenges that the vast empire faced.
Key Terms and People
republic (rih PUHB lihk), p. 11
Julius Caesar (SEE zer), p. 12
assassinate (uh SAS uhn ayt), p. 12
Augustus (aw GUHS tuhs), p. 12
Pax Romana (pahks roh MAH nah), p. 12
Diocletian (d¯ uh KLEE shuhn), p. 15
Background
Knowledge In about 509 B.C., the
Romans overthrew their king and set up a republic. A republic
is a government in which citizens have the right to vote and
elect officials. In this section, you will read how this small
republic became a vast empire.
Rome became an empire, but
expansion caused problems.
Set a Purpose
■
Section 2 The Empire at Its Height
L2
Write the word empire on the board.
Explain that, whereas a kingdom is one
nation ruled by a monarch, an empire is
many nations ruled by one nation. Ask
students how they think one nation can
acquire so much power over others. (Possible answers: through military superiority, strategic location, and powerful leadership) Have
them engage in a Think-Write-Pair-Share
strategy (TE p. T39) and write their ideas
on the board.
elected officials who served one-year terms. This system of
government worked well in a city where people knew their
leaders. But it did not work well in an empire of many different peoples and cultures.
The growth of the empire also created economic and social
problems for Rome. With each victory, thousands of prisoners of
war were brought to Italy as slaves. These slaves took over jobs
once held by Romans. For both jobless Romans and slaves, life got
worse rather than better. The result was riots and revolts.
11
History Background
Roman citizens had the right to vote for
their leaders, elections were often corrupt.
The famous historian Suetonius described
Julius Caesar’s first election to consul in
these terms: “Caesar . . . agreed that Lucceius should finance their joint candidacy
by bribing the voters. The aristocratic
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: The Roman Empire had
strong emperors and a well-organized army.
Culture and law spread across the empire
through colonization, the building of roads and
bridges to make travel and communication
quicker, and the building of Hadrian’s Wall.)
Build Background
Knowledge
Turmoil at Home As a republic, Rome was ruled by
Government Corruption Although
How did Rome change from a
republic to a vast, powerful
empire, despite threats to its
unity?
Prepare to Read
From Republic to Empire
From small beginnings, the Roman Republic grew quickly.
Over time, Rome conquered other lands around the Mediterranean Sea to form a large and growing empire.
Section Focus Question
Teaching Resources, Unit 1,
Reading Readiness Guide, p. 16
■
party [which opposed Caesar and Lucceius] . . . authorized Marcus Bibulus to
bribe the voters as heavily as Lucceius had
done. . . . Cato [the famously incorruptible
judge] himself admitted that this was an
occasion when even bribery might be
excused as a legitimate means of preserving the Constitution.”
L2
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements true or false.
Have students discuss the statements in
pairs or in groups of four and then mark
their worksheets again. Use the Numbered Heads strategy (TE p. T38) to call
on students to share their group’s perspectives. Students will return to these
worksheets later.
Chapter 1 Section 2 11
E-LA 7.2.1 Analyze
Text Structure
Teach
How does the
subheading The End of the
Republic support the main
heading From Republic to
Empire on the previous page?
From Republic to
Empire
H-SS 7.1.2
Instruction
■
L2
Vocabulary Builder
High-Use Words Before teaching this
lesson, preteach the high-use words
reform and capable, using the strategy
on TE page 5.
Key Terms Have students continue to
fill in the See It–Remember It chart.
■
Have students read From Republic to
Empire using the Structured Silent
Reading strategy (TE p. T36).
■
Ask: How did Caesar gain power? (by
winning a civil war)
■
Ask: Why do you think the senators
made Caesar a dictator? (Possible answer:
They thought he was a good ruler who could
restore order.)
After a long period of peace,
problems led to the split of the
Roman Empire.
Ask: In what way did Caesar’s assassination seek to preserve the Roman
Republic? (It removed a powerful dictator
who seemed willing and able to circumvent
the rules of the republic.)
Vocabulary Builder
■
The End of the Republic As unrest increased, Romans
looked for a strong leader who could restore order. They found
such a leader in a popular military hero named Julius Caesar.
Caesar had gained fame for conquering Gaul, the land now
known as France. On the strength of his victories in Gaul,
Caesar marched his troops into Rome. This action sparked a
civil war between his supporters and opponents. Caesar’s
forces triumphed, and Caesar took power. In 44 B.C., the
Roman senate declared Caesar “dictator for life.”
Caesar’s rise to power troubled many Romans. Was the
next step to make him a king? Rather than let that happen,
several senators assassinated Caesar. To assassinate means
to murder a well-known or important person.
Caesar’s assassination threw Rome into another civil war.
The victor in this power struggle was Caesar’s adopted son
Octavian. In 31 B.C., Octavian became the ruler of Rome.
How did unrest lead to the end of the Republic?
The Empire Grows
reform (rih FORM) n. change made
to improve a system or an
organization
Independent Practice
Have students begin to fill in the Notetaking Study Guide
Interactive Reading and Notetaking Study Guide, Chapter 1, Section 2
(Adapted version also available.)
Wisely, Octavian showed respect for the traditions of the
Roman Republic. At the same time, he ruled as an emperor
with vast powers. In 27 B.C., he took the title Augustus, which
means “great and holy one.”
The Age of Augustus Augustus ruled for more than
40 years. He made much-needed reforms in the government
and the army. He started more than 100 colonies, settled
mainly by former soldiers. These colonies helped spread
Roman law and culture across the empire.
The reign of Augustus began a period of peace and
prosperity known as the Pax Romana, or “Roman peace.”
When Augustus died in A.D. 14, the empire stretched from the
British Isles to Southwest Asia.
Choosing an Emperor The first two rulers after
Monitor Progress
Augustus took power smoothly. But later transitions were not
so easy. Ambitious families plotted and murdered to win the
throne. Military commanders used their armies to support
their favorites.
The result was mixed: Some emperors were known only for
their insane behavior. A few were so weak that they ruled for
only a few months. Others were good rulers.
As students fill in the Interactive Reading
and Notetaking Study Guide, circulate to
make sure they understand the changes
taking place in the Roman Empire. Provide
assistance as needed.
12
Chapter 1
The Roman Empire
Universal Access
Answers
Reading Skill It shows that this
section of text will explain the first step in
the transition from republic to empire.
Unrest made it possible for
Caesar to seize power as dictator. Further
unrest ended his dictatorship and established Augustus as emperor.
12 Chapter 1
L3 Advanced Readers
L3 Gifted and Talented
Researching the Caesars Invite students
to conduct further research on the life of
either Julius Caesar or Augustus. Students
can use their findings to write a brief
encyclopedia entry of their chosen figure.
Have students exchange their entries with
students who selected the other Caesar.
SSMM_CH01.book Page 13 Thursday, February 24, 2005 2:52 PM
60
°N
The Roman Empire at Its Height
The Empire Grows
H-SS 7.1.2
KEY
Instruction
Roman Empire, A.D. 117
50
°N
Have students read The Empire Grows.
Remind them to look for causes and
effects.
■
Ask: In what way do you think colonization contributed to the unity of the
empire? (Possible answer: by spreading
Roman law and culture across the empire
and by increasing the presence of those loyal
to the empire in locations other than Rome)
■
Ask: Why did Rome face problems in
choosing a new ruler after Augustus?
(There was no official process for choosing a
new ruler.)
■
Ask: What method evolved to help
ensure a more orderly transition of
power? (Emperors named their own successors.)
■
Remind students that the Romans built
roads all over the empire to facilitate
transportation of armies, supplies, and
messengers and to make trade easier.
Have students look at the map of the
empire.
■
Ask: What other method of transportation do you think traders used to reach
distant parts of the empire? (sailing on
the Mediterranean Sea)
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Azimuthal Equal-Area Projection
Nil e
EGYPT
L2
■
40°E
30°E
20°E
The Roman Empire began in Italy and expanded into Europe
and the lands around the Mediterranean Sea.
(a) Read a Map How far east did the Roman Empire extend at
its height? How far west?
(b) Draw Conclusions Why do you think most of the Roman
Empire surrounded the Mediterranean Sea?
For: Interactive map
Visit: PHSchool.com
Web Code: mxp-1012
Section 2 The Empire at Its Height
13
History Background
The Caesars Caesar was the cognomen, or
family name, of Gaius Julius Caesar, who
was the first person of that name to rule
Rome. Gaius was the praenomen, the equivalent of the modern “first name.” Julius
was the nomen, “the name,” identifying the
large group of related families to which the
Caesars belonged. Because the Roman rul-
ers were so powerful, people began to
equate the name Caesar with the title of
emperor. Only a few Roman emperors
were members of Caesar’s family, but all
who followed him were addressed as Caesar. This title survived into modern times
as the German kaiser (in Latin, Caesar is
pronounced KI zar) and the Russian czar.
Answer
(a) east to Mesopotamia;
west to the Atlantic coast of North Africa
and Europe (b) Possible answers: An effective way to travel at the time was by ship;
the army invaded and conquered coastal
areas first and then pushed farther inland
in all directions.
Chapter 1 Section 2 13
SSMM_CH01.book Page 14 Thursday, February 24, 2005 2:52 PM
Instruction (continued)
■
Have students read about the “good”
emperors. Ask: Why do you think historians consider these men “good”?
(They had important military and political
skills. They made wise decisions. They built
up the empire with projects such as roads,
and they took care of the poor.)
■
Ask: Why do you think Hadrian had a
wall built in northern England? (Possible answer: to defend against attacks from
the north)
■
At this point, assign the worksheet Suetonius. Also assign the worksheet Suetonius on Caligula (see the Universal
Access activity below), so that all students can participate in the discussion.
After students have finished the worksheets, ask those who finished Suetonius
the questions listed in the worksheet
(see the Universal Access activity
below). Then, ask two students who
have completed the worksheet Suetonius on Caligula to read the two quotes
aloud. Ask students to share the questions and answers with the rest of the
class.
The copyright holder has not
granted permission to display this
image in electronic format. Please
see the teacher's edition of your
textbook for this image.
The copyright holder has
not granted permission to
display this image in
electronic format. Please
see the teacher's edition of
your textbook for this image.
Trajan (A.D. 98–117)
Hadrian (A.D. 117–138)
The “Good Emperors”
The “good emperors”
maintained the peace and
prosperity of the Pax Romana.
They expanded the empire and
spread Roman civilization to
new lands. Critical Thinking:
Analyze Cause and Effect
To what extent can Rome’s
success be traced to rulers like
the “good emperors”? What
might be other reasons for
Rome’s success?
Teaching Resources, Unit 1,
Suetonius on Caligula, p. 19
Independent Practice
Have students complete the Interactive
Reading and Notetaking Study Guide.
(Adapted version also available.)
Monitor Progress
emperor Nerva officially adopted a successor to follow him as
emperor. The adoption system produced a group of rulers
known as the “good emperors.”
Nerva’s heir was Trajan, a respected military leader. Trajan
added Mesopotamia and lands in eastern Europe to the empire.
During his long reign, the empire reached its greatest size.
Trajan did not focus only on military matters. He also tied
the empire together by building roads, bridges, and harbors. In
addition, he tried to improve conditions for the poor.
Trajan’s adopted successor was another military leader
named Hadrian. Hadrian worked to strengthen the empire’s
defenses. One of his greatest projects was Hadrian’s Wall, a
long defensive wall he had built across northern Britain. Ruins
of this wall can still be seen today along the border between
England and Scotland.
The Roman historian Cassius Dio described Hadrian as a
fair and wise ruler. Hadrian also cared about ordinary people,
as this incident shows:
A woman made a request of him as he passed by
on a journey. He at first said to her, “I haven’t
time.” But afterwards, when she cried out, “Cease,
then, being emperor,” he turned about and
granted her a hearing.
”
Tell students to fill in the last column of the
Reading Readiness Guide. Probe for what
they learned that confirms or invalidates
each statement.
Teaching Resources, Unit 1,
Reading Readiness Guide, p. 16
Marcus Aurelius (A.D. 161–180)
The “Good Emperors” To avoid power struggles, the
“
As students complete the Notetaking
Study Guide, circulate and make sure they
understand how leadership questions and
changes affected the empire. Provide assistance as needed.
The copyright holder has not
granted permission to display this
image in electronic format. Please
see the teacher's edition of your
textbook for this image.
—Cassius Dio, Roman History
Marcus Aurelius was the last of the “good emperors.” He
was a noble, peace-loving scholar. Yet he spent most of his reign
14
Chapter 1
The Roman Empire
Universal Access
L1 English Language Learners
L1 Less Proficient Readers
Answer
Suetonius To enhance student under-
Analyze Cause and Effect Good emper-
standing of how historians have contributed to our understanding of past civilizations, assign Suetonius. Tell students that
they should be prepared to contribute to
the class discussion on this topic. As stu-
ors made wise and popular decisions.
Because he was so powerful, an emperor’s
character had a huge effect on the empire.
Other reasons for success include having a
strong military and a strong economy, as
well as a good bureaucracy.
14 Chapter 1
dents complete the worksheet, monitor
their responses to worksheet questions.
Teaching Resources, Unit 1,
Suetonius, p. 20
fighting wars along the empire’s eastern borders. With his
death in A.D. 180, the Pax Romana ended.
Assess and Reteach
The Empire Is Divided During the next century, the
Roman Empire was plagued by troubles. There were civil wars
at home and wars on the borders. Finally, in A.D. 284, a capable
leader named Diocletian took power.
Diocletian saw that the empire had become too large for
one person to rule effectively. Therefore, he divided the empire
into two parts and chose loyal officials to help him rule. At
first, this reform looked like a good solution to the problems of
governing a vast empire. In the long run, however, dividing
the empire made it weaker, not stronger.
Assess Progress
Vocabulary Builder
Have students complete Check Your
Progress. Administer the Section Quiz.
capable (KAY puh buhl) adj.
having the skill or ability to do
something
Teaching Resources, Unit 1,
Section Quiz, p. 25
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies, Chapter 1, Section 2
Why was the Roman Empire divided?
Reteach
read about the vast expansion of the Roman Empire. You
learned that both good and bad emperors ruled the empire. In
the next section, you will see how and why the empire began
to decline.
2 Check Your Progress
H-SS: 7.1.2; E-LA: Reading 7.2.1
Comprehension
and Critical Thinking
1. (a) Recall Why was Julius
Caesar assassinated?
(b) Analyze Cause and
Effect How did the assassination lead to Octavian’s
becoming the ruler of
Rome?
2. (a) Recall Why did the
death of an emperor sometimes cause problems for the
Roman government?
(b) Draw Conclusions Is it
a good idea to allow the
army to choose a ruler? Why
or why not?
Reading Skill
3. Analyze Text Structure How
does the information under
The “Good Emperors” support the idea of the main
heading, The Empire Grows?
Vocabulary Builder
Read each sentence below. If
the sentence is true, write yes
and explain why. If the sentence is not true, write no and
explain why.
4. In the Roman Republic, citizens elected officials to represent them.
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
(Adapted version available.)
Looking Back and Ahead In this section, you have
Section
L2
Extend
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mxa-1012
5. Caesar was assassinated by
senators who feared his rise
to power.
6. The Pax Romana was a time
of riots and revolts.
L3
Have students work in groups of four or
five to do research on Hadrian’s Wall.
Have them create a poster drawing of a
portion of the wall that shows its features,
such as ramparts, guard towers, and gates.
The poster should be annotated to explain
each feature’s function. Students should
also prepare a short fact sheet telling
whether the wall was an effective defense.
Section 2 Check Your Progress
1. (a) because the senators were afraid he
Writing
7. Reread the first paragraph in
the subsection Turmoil at
Home. Write the main idea
of this paragraph in your
own words.
would become king and put an end to
the republic
(b) Octavian was the victor in the civil
war that followed the assassination.
2. (a) It sometimes led to fighting over
questions of succession.
(b) Possible answers: No, because their
outlook is limited to their own narrow
concerns; yes, because the ruler will
have military support.
3. It gives details about one aspect of the
Section 2 The Empire at Its Height
15
empire that strengthened it.
4. Yes, a republic gives citizens the right to
vote.
5. Yes, Caesar had become a powerful dic-
tator.
Writing Rubric Share this rubric with students before they write their statements.
Score
Score
Score
Score
1
2
3
4
Statement has no relationship to the subsection’s content.
Statement reflects subsection’s content but not its main idea.
Statement adequately reflects content and main idea.
Statement accurately and completely reflects content and main idea.
6. No, it was a time of peace.
7. The growth of the Roman Empire led to
social, political, and economic problems.
Answer
because it had become too
large for one ruler to control it
Chapter 1 Section 2 15