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Rome and the Punic Wars – A Growing Empire. Die Bedeutung der
Punischen Kriege für die Expansion des Römischen Reiches zur Weltmacht erkennen (Klasse 7)
Ein Beitrag von: Frauke Vieregge, Hamburg
Illustrationen von: Doris Köhl, Julia Lenzmann, Oliver Wetterauer
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© Thinkstock
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Hannibal ante portas
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Rom, die erste Großmacht der Welt. Nach den
Ständekämpfen war der Weg frei, dieses Ziel
unerbittlich zu verfolgen. Viele Kriege lagen
auf diesem Weg, Rom schien unbesiegbar. Die
Erfolge in den Punischen Kriegen brachten
Rom den Ruf ein, unbesiegbar zu sein.
Wie war diese Supermacht organisiert und
wie sicherte sie ihre Vormachtstellung in der
antiken Welt? Dass Rom sowohl durch Krieg
als auch durch Vertragsschlüsse und Diplomatie sein Reich zu einer Weltmacht der Antike
ausbreiten konnte, wissen die Lernenden am
Ende dieser Reihe. Darüber hinaus können die
Schülerinnen und Schüler mit Karten arbeiten.
Und wetten, dass Sie bei einer Carousel
Discussion die gesamte Klasse zum Sprechen
bringen?
Klasse: 7
Dauer: 6 Stunden (möglichst 1 Einzelstunde und 2 Doppelstunden;
+ 1 Std. für die LEK)
Bereich: Antike, Rom und Karthago,
Machtverhältnisse in der Antike,
Punische Kriege
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4./5. Stunde: The aftermath of the Punic Wars in the Roman Empire
Material
Verlauf
M 7, M 8
(M 1)
The effects of the Punic Wars on the victorious soldiers / Bildimpuls zur Einleitung eines Verfassertextes über Auswirkungen der Punischen Kriege auf
das römische Reich und das Leben der Menschen; Fantasiereise, anschließend Lektüre des Textes in Einzelarbeit, Bearbeitung in Partnerarbeit; Anwenden des Wissens aus dem Text in einer kreativen Schreibaufgabe (Verfassen
eines Briefes aus Sicht eines zurückgekehrten Kleinbauern/Soldaten)
Materialübersicht
1. Stunde:
Rome – the expansion of the Roman Republic
M1
(Ka/Fo)
The Mediterranean before and after the 1st and 2nd Punic Wars
M2
(Ab)
Method sheet: Understanding historical maps
M3
(Fo/Bi)
Who’s that man?
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2./3. Stunde:
The Punic Wars
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(Fo/Bi)
Memory: Important words in the context of the Punic Wars
M5
(Tx)
The Punic Wars – Rome’s way to become a superpower
M6
(Ab)
Method sheet: Carousel discussion
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4./5. Stunde:
The aftermath of the Punic Wars in the Roman Empire
M7
(Fo/Bi)
Leaving the farms and fighting for Rome – and afterwards?
M8
(Tx/Ab)
The effects of the Punic Wars on the victorious soldiers
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Ab: Arbeitsblatt – Bi: Bild – Fo: Folie/Folienvorlage – Ka: Karte – Tx: Text
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The Mediterranean before and after the 1st and 2nd Punic Wars
© Ernst Klett Verlag GmbH
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Method sheet: Understanding historical maps
Helpful information:
– Part or whole? Does the map show only a part of a country
or a complete country?
– Colours and names: Different colours and names mark areas or countries. They also show if they belong together. In
this map all countries shown in (orange) belong together:
Hispania belonged to Rome after the Punic Wars.
– Each map has its own “language” with special signs and
symbols:
– Lines and arrows: Coloured lines and arrows can be used
to show the movements of people or armies.
These mark important towns and crossed
– Symbols:
mark places of important battles.
swords
The Mediterranean before and after
the 1st and 2nd Punic Wars
How to analyse maps methodically step by step:
© Ernst Klett Verlag GmbH
With the help of a map you can get information about what happened when and where. But a
historical map only shows a short part of history and not a longer period of time. How do you
work with such a map?
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1. Describe
– What is the map about? Look at the heading and the explanation.
– What is shown? Which country, places or towns are shown?
Tip: Use a modern atlas to compare the historical map with the world today.
2. Examine
– Find out the time structure of the map. Does it deal with a special point in time / a specific
year or a longer period?
– Look at the explanation again: what do the colours and symbols mean?
3. Analyse
– Summarize / sum up the most important information you have worked out and find the historical connection.
Vocabulary aids for those who want to become experts:
1. Describe: – The territory / area … marked with horizontal / vertical / diagonal stripes …
– The territory / area … marked with squares / the criss-cross pattern / spots … /
The hatched area …
– The territory that is shaded in (orange) …
– The territory that is shaded with blue lines …
– … shows which countries made up the (empire of …)
– … shows / illustrates the borders …
– The area / region of … is shown to be part of …
– The area / region of … is shown to be under the control of …
– The area / region of … is shown to belong to …
– We can see that … was divided up between …
– At that time … was part of …
2. Examine: – You can see the changes which took place from … until … / to …
– To start with … / At the beginning …
– A decade / a century / x years later …
– In the middle …
– In the course of time …
– In the course of the century …
– At the end of the century …
3. Analyse: – The changes show … / describe …
– The map shows that … gained / lost territory
– The map shows that … gained / lost its independence
…
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Memory: Important words in the context of the Punic Wars
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trade
ally
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to ram
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fleet
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contract
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supply
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to threaten
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© Doris Köhl
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Method sheet: Carousel discussion
The teacher has divided your class into two groups. You will talk to different classmates about
the text.
© Julia Lenzmann
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Carousel discussion
How does it work?
After you have read the text, the teacher will ask each group to form a circle with their chairs.
• The first group forms an inner circle and the second an outer circle, so you sit opposite each
other and face each other.
• When the teacher gives you a signal, you start your conversation about the text you’ve
worked on.
• Tell the person opposite you about your part of the text. You have five minutes, so keep your
information short and precise! Fill in your chart with the information your partner gives you.
After five minutes you will be asked to move to another partner.
The second round starts with the people sitting in the outer circle moving two or three positions
clockwise. Your teacher will tell you how many positions to move.
• Start your conversation again with your new partner. Again, make sure that you only exchange the important information that you don’t already have.
• Your teacher will ask whether you need another round. Don’t worry, you’ll get all the information you need.
The carousel stops when you have completed your chart about the Punic Wars.
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Now let’s find out whether you are an expert on the three Punic Wars.
Task: Fill the gaps in the text with the correct words from the box below.
© Thinkstock
Test: The Punic Wars
enemies – trading partners –
completely destroyed – crippled – city of Carthage – Spanish – 1st – Zama –
Numidia – victorious – grain – province – 216 – wooden boarding bridge –
citizens – cities – strategy – ramming – country estates – 241 –
elephants – fine – reward – Sicily – Cannae – strong fleet
Rome and the Punic Wars
1. Before Rome and Carthage were ______________, they were ____________________________
with good and peaceful relations.
2. The _______ Punic War started because Rome and Carthage both wanted ___________ as a
source for ___________ .
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3. First the Carthaginians were better than the Romans because they had a _________________
of ships. But the Romans built ships which had a _____________________________________ ,
and they trained their soldiers in the technique of ___________________ .
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4. With those improved ships they won the first Punic War in _____________ BC.
5. The Carthaginians had to give Sicily to Rome and paid a ___________ of 80 tons of silver.
6. The 2nd Punic War started because the Carthaginians conquered the _______________ city of
Sagunt, which was an ally of Rome. Then Hannibal took ____________________ to cross the
Alps and marched to Rome.
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7. In _____________ BC the major battle of the 2nd Punic War took place in ____________. 50,000
of the 80,000 Roman soldiers died.
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8. But Hannibal had to return to Africa because Rome changed its _______________ and went to
Africa to attack the ____________________________.
9. Hannibal left Italy and went to _______________ where he fought the Romans. The Carthaginians lost the battle.
10. In the 3rd Punic War the city of Carthage was ________________________________________ by
the Romans. They punished the Carthaginians because they had started a war against
________________________ without Rome’s permission.
11. After the 3rd Punic War Carthage became a Roman ____________________.
12. The soldiers returned home with a _____________________.
13. But they often had lost everything they had back in Italy. Their farms had been sold to big
______________________ and their families left to live in the _________________.
14. Injured or ___________________________ soldiers couldn’t return home and had to stay in
Carthage as __________________ of the new Roman province.
15. The ____________________ soldiers weren’t always winners. Their situation changed for the
worse after the war.
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Vocabulary: “Rome and the Punic Wars – A Growing Empire”
adversary
opponent, enemy
Feind, Gegner
aid
help, support
Hilfe, Unterstützung
anew
again
noch einmal, aufs Neue
to approve
to support, to agree
zustimmen, gutheißen
battle
fight between two armies
Schlacht
to busy oneself with sth.
to occupy oneself with sth.
sich um etw. kümmern,
sich mit etw. beschäftigen
calamity
disaster, catastrophe
Katastrophe, Unglück
Carthaginians
inhabitants of the city of Carthage
die Karthager
cavalry
troops/soldiers on horseback
Kavallerie, Reiterei
citizen
people who were not slaves and had
rights, e.g. as members of
the Roman Republic
Bürger
to have rights as a member of
e.g. the Roman Republic
Bürgerrecht
citizenship
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chiefly
mainly, mostly
hauptsächlich, vor allen
Dingen
to confess
to admit
conduct of war
the way to act in a war
contract
agreement, deal
country estate
a big farm
to desert
to abandon, to leave
verlassen, aufgeben
to despair
to give up
aufgeben, verzweifelt
sein
to dispute
to argue, to discuss
eine Auseinandersetzung
haben, streiten
dominion
superiority, control
Vorherrschaft
efficiency
competence, effectiveness
Effizienz, gute Ausbeute
to employ
to hire, to pay for work
beschäftigen, anheuern
equipment
gear
Ausstattung
fine
amount of money paid as
a punishment
Strafgebühr
a group of ships, esp. for fighting
in a war
Flotte
hostage
captive, prisoner
Geisel, Gefangener
to induce
to make sth. happen, to persuade
jmdn. zu etw. bewegen
infantry
troops/soldiers on foot
Fußtruppen
to maintain
to continue, to keep up
instand halten, bewahren
maintenance
upholding, preservation
Bewahrung, Instandhaltung
majority
the largest part within a group
of people
Mehrheit
ocean surrounded by the
Mediterranean region
Mittelmeer
threat
Drohung
zugeben
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fleet
Mediterranean Sea
menace
Kriegsführung
Vertrag
Landgut
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mercenary
legionnaire (motivated by money)
Legionäre, Söldner
to neglect
not to pay attention to,
not to take care of
vernachlässigen
oath
sworn promise, pledge
Eid
to obey
to follow
gehorchen
perpetual
eternal, continuous
ständig, wiederholt, fortgesetzt
seamanship
so. who knows everything about ships
and fleets and how to manage them
Seefahrerkunst
supply
stock, reserve
Vorrat, Vorräte,
Versorgung
supremacy
rule, authority, power
Vormachtstellung,
Vorherrschaft
to be stationed
to stay at a place for a certain time,
esp. soldiers
stationiert sein,
vorübergehend wohnen
(Militär)
territory
area of land that belongs to a country
Territorium, Hoheitsgebiet
troop
soldiers, army
Truppe
valour
courage, bravery
Wagemut
to be victorious
to win
siegreich sein
warrior
soldier, member of the army
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Krieger
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Glossary: “Rome and the Punic Wars – A Growing Empire”
ally: (military) friend, helper, supporter; here: partners of Rome who had signed a contract
promising that they would never attack and always serve and protect Rome with soldiers, ships
and other supplies. In return, they were allowed to rule their town or tribes independently.
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Corsica: island south-west of France in the Mediterranean (Korsika)
day labourer: a person who is employed and paid for single days only, for as long as there is
work to do (Tagelöhner)
province: a territory that a Roman magistrate held control of on behalf of his government. The
magistrate, usually a former consul, had control over the soldiers stationed in the province and
had absolute executive and jurisdictional powers. The magistrate had to cooperate with the influential families of the province, who often functioned as assistants or advisors. The inhabitants of the province had to pay taxes to Rome (money or a certain percentage of the harvest),
but they weren’t citizens of the Roman Republic.
Punic Wars: the term Punic comes from the Latin word Punicus (or Poenicus), meaning
“Carthaginian”, with reference to the Carthaginians’ Phoenician ancestry (Punische Kriege)
Sagunt: city in Spain in today’s region of Valencia.
Sardinia: island west of Italy and south of Corsica (Sardinien)
Sicily: island at the southern tip of Italy (Sizilien)
superpower: a country that is so strong and influential that it dominates many others in a military, political and economic way (militärische, politische und wirtschaftliche Großmacht)
Tunisia: country in Northern Africa (Tunesien)
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