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SSMM_CH01.book Page 11 Thursday, February 24, 2005 2:52 PM 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) BRITAIN e Rh i n GERMANY EUROPE R. ATLANTIC OCEAN GAUL Da n u 40°N . be R Black Sea SPAIN Rome Pompeii MESOPOTAMIA Euphr ate s R. E 50° ASIA MINOR Ti GREECE gr err anean Sea A it BI ed ARA 30°N R . M is Carthage R. N 0 km 20°N AFRICA 500 S 10°E 0° E W 0 miles 500 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