Download UNIT 2

UNIT 2
New Directions in
Government and Society
2000 B.C.– A.D. 700
The Athenian Acropolis
This painting was created by the German
architect and artist Leo von Klenze
(1784–1864) in 1846.
The fifth century b.c. was a golden age
for the Greek city-state of Athens. One
of the enduring symbols of the age is
the Acropolis. Reconstructed under the
leadership of the great Athenian statesman Pericles, it represents a time when
Athens had assumed a leading role on
the Greek peninsula.
Klenze’s painting, though made in the
19th century, gives us some sense of
how the Acropolis may have looked during the Age of Pericles. Above a gathering
of Athenian citizens in the foreground, we
see many of the Acropolis’s most important structures. At the top of the stairs is
the great six-columned entrance to the
Acropolis’s sacred precincts, known as the
Propylaea. Looming over the Propylaea
on the left is the enormous bronze statue
of Athena Promachos (“foremost in
battle”)—said to have
been visible from several miles out to
sea. To the right is the crown jewel of
the Acropolis, the temple of Athena
Parthenos (“virgin”), or simply, the
Parthenon.
The architectural achievements of
Periclean Athens inspired the Greek writer
Plutarch to describe the great buildings of
the Acropolis: “Each of
them is always in bloom, maintaining
its appearance as though untouched
by time, as though an evergreen breath
and undecaying spirit had been mixed
in its construction.”
118
Unit 2
118
UNIT 2
Previewing the Unit
This unit begins with the great civilizations of Greece and Rome. The Greeks
and Romans set standards in the arts,
philosophy, and government that
profoundly affect later civilizations.
This painting of Athens shows why the
Greeks called the main district of
government and religious buildings an
acropolis, meaning city at the top. Such
buildings were constructed in the highest,
most easily defended part of the city.
Power and Authority In shaping a new
kind of society, Greece creates the idea of
democracy, or government by the people.
The Romans develop the republic, a form
of government in which citizens choose
their leaders.
Cultural Interaction Meanwhile, both
India and China establish powerful dynasties and develop vibrant cultures. The
Mauryan and Gupta empires temporarily
unify India, and through trade, Indian culture spreads to much of Asia. China is
unified under the Han dynasty, which
rules for 400 years.
In East and West Africa, diverse cultures
grow as people adapt to the continent’s
varied environments. Trade and mass
migrations to the south play an important
role in the early history of Africa.
The first civilizations in the Americas
emerge in Mexico and Peru and strongly
influence those that follow.
Comparing & Contrasting
Classical Ages
In Unit 2, you will learn that Greece had a classical age, a time of
great cultural achievement that left an enduring legacy. At the end
of the unit, you will have a chance to compare and contrast
Greece’s classical age with several others. (See pages 252–257.)
119
Tell students that the unit feature on
pages 252–257 will help them compare
societies that went through classical ages.
Encourage students to use the time lines,
maps, charts, primary and secondary
sources, and images to examine the
cultural achievements of the societies
in Unit 2.
Teacher’s Edition 119
CHAPTER s INTRODUCTION
CHAPTER
Introducing the
s0OINTOUTTHAT2OMESFAVORABLELOCATION
near the Mediterranean Sea contributed
to its rise.
s4ELLSTUDENTSTHATECONOMICMILITARY
political, and social problems
contributed to the empire’s decline.
s%XPLAINTHATTHE2OMAN%MPIREHADA
profound influence on the culture of
Europe and the United States.
Ancient Rome and Early
Christianity, 500 B.C.-A.D. 500
Essential Question
What impact did the rise and fall of
the Roman Empire have on culture,
government, and religion?
What You Will Learn
Previewing Themes
Urge students to look for connections
between the three main ideas. For
example, point out that Rome’s rise to an
empire led to the spread of Christianity.
Emphasize the universality of human
desires for power and authority, as well
as for a spiritual connection.
Accessing Prior Knowledge
Ask students to list any ancient Romans
that they can name (Possible Answers:
Julius Caesar, Mark Antony) and discuss
what they already know about them. Tell
them that Christianity comes from the
Greek word christos, meaning “messiah”
or “savior.”
Geography Answers
In this chapter you will trace the rise, fall,
and impact of the Roman Empire and the
spread of Christianity.
SECTION 1 The Roman Republic
The early Romans established
a republic, which grew powerful and
spread its influence.
SECTION 2 The Roman Empire
The creation of the Roman
Empire transformed Roman government,
society, economy, and culture.
SECTION 3 The Rise of Christianity
Christianity arose in Romanoccupied Judea and spread throughout
the Empire.
Previewing Themes
POWER AND AUTHORITY Rome began as a republic, a government
in which elected officials represent the people. Eventually, absolute
rulers called emperors seized power and expanded the empire.
Geography About how many miles did the Roman Empire stretch
from east to west?
EMPIRE BUILDING At its height, the Roman Empire touched three
continents—Europe, Asia, and Africa. For several centuries, Rome
brought peace and prosperity to its empire before its eventual
collapse.
Geography Why was the Mediterranean Sea important to the
Roman Empire?
RELIGIOUS AND ETHICAL SYSTEMS Out of Judea rose a
monotheistic, or single-god, religion known as Christianity. Based on
the teachings of Jesus of Nazareth, it soon spread throughout Rome
and beyond.
Geography What geographic features might have helped or
hindered the spread of Christianity throughout the Roman Empire?
SECTION 4 The Fall of the
Roman Empire
Internal problems and
invasions spurred the division and
decline of the Roman Empire.
SECTION 5 Rome and the Roots of
Western Civilization
The Romans developed many
ideas and institutions that became
fundamental to Western civilization.
POWER AND AUTHORITY The Roman
Empire stretched about 3,500 miles from
east to west.
EMPIRE BUILDING The Mediterranean
Sea gave Rome access to the oceans for
trade, conquest, and communication.
RELIGIOUS AND ETHICAL SYSTEMS
They had to control borders, protect
distant territories, rule different cultures
and peoples, and manage trade and
commerce.
152
TIME LINE DISCUSSION
Explain that the period of 500 b.c. to a.d. 500
saw the rise and fall of an entire empire. The
time line highlights some key events in
this journey.
1. When did Rome become a republic? (Rome
became a republic in 509 b.c.)
2. How many years passed between the start of
the first and second Punic Wars? (46) What
can you infer about the outcome of the first
Punic War? (It was unresolved.)
152
Chapter 6
3. In what year was Italy invaded during the
Punic Wars? (Italy was invaded in 218 b.c.)
4. What events happened in the world around
the time of the Punic Wars? (Empires were
founded in India and China.)
5. Notice the long time span between the
second Punic War and Octavian’s defeat of
Antony and Cleopatra. What might this quiet
time suggest about events in Rome during this
period? (Rome was in a stable condition during this period.)
6. After Diocletian became emperor of Rome,
how long did the Western Roman Empire
survive? (It survived 192 years.)
CHAPTER
CHAPTER 60
History from Visuals
Interpreting the Map
"ODJFOU3PNF
5IF.PCJMF4PDJFUZ
Ask students to locate Rome and other
cities on the map.
Which cities have place names that are
familiar or still in use today? (Athens,
Damascus, and Alexandria)
Ask students to describe the territory
called the “Roman World” in terms of
the oceans and continents it touches.
Then ask students to suggest two or
three ways geographical location affected
the development of Rome. (The Roman
World stretched from the northern shore
of Africa through most of Europe and
into western Asia. It surrounded the
shores of the Mediterranean Sea and the
Atlantic Ocean. Rome’s location on the
Mediterranean gave it access to many
nations and to the oceans for trade).
Extension Ask students to note the
spread of the Roman Empire along the
northern coast of Africa. Then have them
turn to the political map of Africa in the
textbook atlas. What modern African
nations now appear in these lands?
(Morocco, Tunisia, Algeria, Libya, Egypt)
153
RECOMMENDED RESOURCES
Books for the Teacher
Books for the Student
Videos
Amker, Charlotte, ed. Rome: Echoes of Imperial
Glory. Alexandria, VA: Time-Life, 1994.
Ancient Rome.
Holt McDougal Nextext.
Rome’s major historical
figures, events, and places
are highlighted in this collection of stories, primary
sources, and visuals.
Ancient Rome. VHS and DVD. Films for the
Humanities & Sciences, 1996. 800-257-5126.
Three-dimensional re-creations allow students to
see Rome as it was before the empire collapsed.
Adkins, Lesley, and Roy A.
Adkins. Handbook to Life
in Ancient Rome. New York, Oxford UP, 1999.
The Emperor’s Gift: Rome’s Colosseum. VHS
and DVD. Films for the Humanities & Sciences.
cptn
800-257-5126. The engineering, architecture, and
civic function of the Colosseum.
Ferrill, Arthur. The Fall of the Roman Empire.
London: Thames and Hudson, Ltd, 1986.
Excellent description of the Roman army.
Kamm, Antony. The Romans. London and New
York: Routledge and Kegan Paul, 1995. Overview
of the Roman civilization.
Roman City. VHS. PBS Video, 1994.
800-344-3337. Life in the frontier territory
of Gaul.
Teacher’s Edition
153
CHAPTER s).4%2!#4
What makes a successful leader?
You are a member of the senate in ancient Rome. Soon you must decide whether to
support or oppose a powerful leader who wants to become ruler. Many consider him
a military genius for having gained vast territory and wealth for Rome. Others point
out that he disobeyed orders and is both ruthless and devious. You wonder whether
his ambition would lead to greater prosperity and order in the empire or to injustice
and unrest.
Interact with History
Objectives
s 3ETTHESTAGEFORSTUDYINGTHE2OMAN
%MPIREANDITSLEGACY
s #ONNECTTHEPEOPLEANDEVENTSOFTHE
CHAPTERWITHSTUDENTSLIVES
% 8 ! - ) . ) . ' the ) 3 3 5 % 3
Possible Answers
s 2ESULTSˆ%SSENTIALTOKEEPINGTHE
STATESTRONG)NTEGRITYˆ,EADSTOTRUST
ANDRESPECT
s 9ESˆ,EADERSCANUSUALLYGOVERNMORE
EFFECTIVELYIFTHEYAREADMIREDANDIF
PEOPLELIKEANDTRUSTTHEM.Oˆ0OWER
ISWHATSIMPORTANT
Discussion
$ISCUSSTHELEADERSHIPQUALITIESAND
EXPERIENCESOF!LEXANDERAND$ARIUS
(Both were brilliant military leaders.
Darius also excelled at administration.
Both were interested in and accepting
of the customs of other cultures, which
made them popular in some of the lands
they conquered.)
S This 19th-century painting by Italian artist Cesare Maccari shows Cicero, one of ancient Rome’s
greatest public speakers, addressing fellow members of the Roman Senate.
EXAM I N I NG
the
ISSU ES
s Which is more important in measuring leadership—results
or integrity?
s Does a leader have to be likable in order to succeed?
As a class, discuss these questions. Based on your discussion,
think about what you have learned about other leaders in history,
such as Alexander the Great and Darius of Persia. What qualities
helped them to be successful or caused them to fail? As you read
about Rome, see how the qualities of its leaders helped or
hindered its development.
154 Chapter 6
WHY STUDY ANCIENT ROME AND EARLY CHRISTIANITY?
s -ODERN2OMANCELANGUAGESTRACETHEIRORIGINSTO
THELANGUAGEOFTHE2OMANS)TALIAN3PANISH
&RENCH0ORTUGUESEAND2OMANIANHAVETHEIR
BASISIN,ATIN
s 4HE5NITED3TATESISAREPUBLICASAREMANY
OTHERGOVERNMENTSWORLDWIDE2OMESETTHE
STAGEFORTHESEREPUBLICS
s #HRISTIANITYWHICHAROSEDURINGTHE2OMAN
%MPIREREMAINSONEOFTHEWORLDS
MAINRELIGIONS
154
Chapter 6
s 4ENSIONSBETWEENRICHANDPOORCONTINUETO
AFFECTSOCIETYASTHEYDIDINTHEDAYSOF
PATRICIANSANDPLEBEIANS
s #LASSICALSCULPTUREANDARCHITECTUREAREADMIRED
ANDCOPIEDTODAY
s 'REEKAND2OMANMYTHOLOGYISSTILLWIDELYREAD
s #IVILSERVICEˆSYSTEMSOFPAIDWORKERSWHO
MANAGEGOVERNMENTSˆSTILLEXISTS
s 3PORTINGEVENTSTHOUGHNOTASVIOLENTAS
GLADIATORGAMESREMAINPOPULAR
LESSON PLAN
1
OBJECTIVES
s $ESCRIBEHOWGEOGRAPHYINFLUENCED
2OMESDEVELOPMENT
The Roman Republic
MAIN IDEA
POWER AND AUTHORITY 4HE
EARLY2OMANSESTABLISHEDA
REPUBLICWHICHGREWPOWERFUL
ANDSPREADITSINFLUENCE
Pictured Above:
(L) Roman
Amphitheater
of Pula:
Arcades;
(R) The Court
of Theodora,
6th century
WHY IT MATTERS NOW
3OMEOFTHEMOSTFUNDAMENTAL
VALUESANDINSTITUTIONSOF
7ESTERNCIVILIZATIONBEGANINTHE
2OMAN2EPUBLIC
s %XPLAINTHEMAININSTITUTIONSOFTHE
2OMAN2EPUBLIC
TERMS & NAMES
s
s
s
s
s
REPUBLIC
PATRICIAN
PLEBEIAN
TRIBUNE
CONSUL
s
s
s
s
s
SENATE
DICTATOR
LEGION
0UNIC7ARS
(ANNIBAL
SETTING THE STAGE While the great civilization of Greece was in decline, a
new city to the west was developing and increasing its power. Rome grew from
a small settlement to a mighty civilization that eventually conquered the
Mediterranean world. In time, the Romans would build one of the most famous
and influential empires in history.
The Origins of Rome
According to legend, the city of Rome was founded in 753 B.C. by Romulus and
Remus, twin sons of the god Mars and a Latin princess. The twins were abandoned on the Tiber River as infants and raised by a she-wolf. The twins decided
to build a city near the spot. In reality, it was men not immortals who built the
city, and they chose the spot largely for its strategic location and fertile soil.
s $ESCRIBEHOWTHE0UNIC7ARSHELPED
INCREASE2OMANPOWER
FOCUS & MOTIVATE
%XPLAINTHATTHE2OMAN%MPIRESPREAD
ITSCULTURETOMANYLANDS!SKSTUDENTSTO
SUGGESTWAYSTHAT!MERICANCULTUREHAS
SPREADTOMANYLANDSINTODAYSWORLD
(Possible Answers: fast food, movies,
clothing styles, music)
INSTRUCT
TAKING NOTES
Use the graphic organizer
online to take notes on
the section’s main ideas
and details.
Rome’s Geography Rome was built on seven rolling hills at a curve on the
Tiber River, near the center of the Italian peninsula. It was midway between the
Alps and Italy’s southern tip. Rome also was near the midpoint of the
Mediterranean Sea. The historian Livy wrote about the city’s site:
PRIMARY SOURCE
.OTWITHOUTREASONDIDGODSANDMENCHOOSETHISSPOTFORTHESITEOFOURCITYˆTHE
;SALUBRIOUS=HILLSTHERIVERTOBRINGUSPRODUCEFROMTHEINLANDREGIONSANDSEABORNE
COMMERCEFROMABROADTHESEAITSELFNEARENOUGHFORCONVENIENCEYETNOTSONEARAS
TOBRINGDANGERFROMFOREIGNFLEETSOURSITUATIONINTHEVERYHEARTOF)TALYˆALLTHESE
ADVANTAGESMAKEITOFALLPLACESINTHEWORLDTHEBESTFORACITYDESTINEDTOGROWGREAT
LIVY,The Early History of Rome
The Origins of Rome
Critical Thinking
s 7HYDOYOUTHINKTHEMYTHOFTHETWINS
HASENDUREDFORSOLONG(Possible
Answer: It implies Rome was established by the gods and would survive
against all odds. )
s (OWWASEARLY2OMEAMULTICULTURAL
SOCIETY(three cultures from the outset:
Latins, Greeks, and Etruscans)
In-Depth Resources: Unit 2
s'UIDED2EADINGPALSOIN3PANISH
The First Romans The earliest settlers on the Italian peninsula arrived in
prehistoric times. From about 1000 to 500 B.C., three groups inhabited the region
and eventually battled for control. They were the Latins, the Greeks, and the
Etruscans. The Latins built the original settlement at Rome, a cluster of wooden
huts atop one of its seven hills, Palatine Hill. These settlers were considered to
be the first Romans.
Between 750 and 600 B.C., the Greeks established colonies along southern
Italy and Sicily. The cities became prosperous and commercially active. They
brought all of Italy, including Rome, into closer contact with Greek civilization.
Ancient Rome and Early Christianity 155
SECTION 1 PROGRAM RESOURCES
ALL STUDENTS
STRUGGLING READERS
INTEGRATED TECHNOLOGY
In-Depth Resources: Unit 2
s'UIDED2EADINGP
Formal Assessment
s3ECTION1UIZP
In-Depth Resources: Unit 2
s'UIDED2EADINGP
s"UILDING6OCABULARYP
s2ETEACHING!CTIVITYP
Guided Reading Workbook
s3ECTION
Student One Stop
Voices from the Past Audio
Teacher One Stop
s0OWER0RESENTATIONS
World Art and Cultures Transparencies
s!44HE&ORUM
Electronic Library of Primary Sources
sh(ANNIBAL#ROSSESTHE!LPSv
ENGLISH LEARNERS
In-Depth Resources in Spanish
s'UIDED2EADINGP
Spanish/English Guided Reading Workbook
s3ECTION
GIFTED AND TALENTED STUDENTS
Electronic Library of Primary Sources
sh(ANNIBAL#ROSSESTHE!LPSv
Teacher’s Edition 155
CHAPTER s3ection 1
The Etruscans were native to northern Italy. They were skilled metalworkers and
engineers. The Etruscans strongly influenced the development of Roman civilization. They boasted a system of writing, for example, and the Romans adopted their
alphabet. They also influenced Rome’s architecture, especially the use of the arch.
*/5&3"$5*7&
."1
Explore the
geography and
learn about the
early settlers of
ancient Rome.
The Early Republic
The Early Republic
Around 600 B.C., an Etruscan became king of Rome. In the decades that followed,
Rome grew from a collection of hilltop villages to a city that covered nearly 500
square miles. Various kings ordered the construction of Rome’s first temples and
public centers—the most famous of which was the Forum, the heart of Roman
political life.
The last king of Rome was Tarquin the Proud. A harsh tyrant, he was driven
from power in 509 B.C. The Romans declared they would never again be ruled by
a king. Instead, they established a republic, from the Latin phrase res publica,
which means “public affairs.” A republic is a form of government in which power
rests with citizens who have the right to vote for their leaders. In Rome, citizenship
with voting rights was granted only to free-born male citizens.
Critical Thinking
s 7HATWERETHEDIFFERENCESAND
similarities between Rome’s patricians
and plebeians? (Both could vote, but
plebeians could not hold important
government positions.)
s 7HATWASTHEADVANTAGETOWRITING
down the laws? (Everyone who was
able to read could know what the
law said.)
s 7HATWERESOMEADVANTAGESAND
disadvantages of the time limits on
Roman government service? (No one
could seize power for long; government
perhaps lacked continuity.)
Patricians and Plebeians In the early republic, different groups of Romans
struggled for power. One group was the patricians, the wealthy landowners who
held most of the power. The other important group was the plebeians, the common farmers, artisans, and merchants who made up the majority of the population.
The patricians inherited their power and social status. They claimed that their
ancestry gave them the authority to make laws for Rome. The plebeians were
citizens of Rome with the right to vote. However, they were barred by law from
holding most important government positions. In time, Rome’s leaders allowed
the plebeians to form their own assembly and elect representatives called
tribunes. Tribunes protected the rights of the plebeians from unfair acts of
patrician officials.
More About . . .
Making
Inferences
Why did
patricians want
to prevent
plebeians from
holding important
positions?
Twelve Tables An important victory for the plebeians was to force the creation of
a written law code. With laws unwritten, patrician officials often interpreted the
law to suit themselves. In 451 B.C., a group of ten officials began writing down
Rome’s laws. The laws were carved on twelve tablets, or tables, and hung in the
Forum. They became the basis for later Roman law. The Twelve Tables established
the idea that all free citizens had a right to the protection of the law.
The Forum
Ruins of the
Forum, the political
center of the
Roman Empire, still
stand in presentday Rome.
S
Use the art transparency to show the
Roman Forum now. As a bustling center
of political and market life, it was an ideal
place for dramatic public speeches. It
was the town square, mall, and government center all in one. Have interested
students research the Forum and describe
to the class its dimensions, buildings and
artwork, and uses.
A. Answer Patricians feared losing
their status and
power.
World Art and Cultures Transparencies
s!44HE&ORUM
156 Chapter 6
Name
DIFFERENTIATING INSTRUCTION:
STRUGGLING READERS
Date
CHAPTER
6
GUIDED READING
The Roman Republic
Section 1
A. Following Chronological Order As you read about the growth of Rome into a
powerful republic, answer the questions about events in the time line. (Some dates
in the time line are approximate.)
Class Time 30 minutes
Task Taking notes to record key ideas
Purpose To understand the early development of
the republic
Instructions Have pairs of students read the information
in the section “The Early Republic.” Pair a more proficient
reader with a struggling reader and have them figure out
a system of taking notes to remember the key ideas and
facts of the section. For example, students might create a
web, make an outline, or use a bulleted chart. Here is an
example of an outline.
156
Chapter 6
I. The Early Republic
A. Patricians and Plebeians
1. different groups struggled for power
2. patricians struggled to keep power from
plebeians
B. Twelve Tables
1. creation of written laws gave plebeians
greater protection
753 B.C.
Rome is founded, according to
legend.
600 B.C.
Etruscan becomes king of
Rome.
509 B.C.
Roman aristocrats overthrow
monarchy and establish a republic.
451 B.C.
Officials begin writing the
Twelve Tables.
264 B.C.
Rome and Carthage go to
war, and Punic Wars begin.
218 B.C.
Second Punic War begins.
202 B.C.
Romans defeat Hannibal’s
army.
149 B.C.
Third Punic War begins when
Rome lays siege to Carthage.
Rome destroys Carthage.
1. How did geography affect the development of
Rome?
2. How did the Etruscans influence the development
of Rome?
3. Which were the main groups that competed for
power in the early Roman republic?
4. What is the significance of the Twelve Tables in
Roman law?
5. What were the causes of the first Punic War?
146 B.C.
6. What tactic did Scipio use to defeat Hannibal?
7. What was the significance of the Punic Wars for
Rome?
B. Recognizing Main Ideas On the back of this paper, describe the form of government the Romans established under the republic. Use the following terms.
Senate
tribunes
consuls
dictator
26 Unit 2, Chapter 6
In-Depth Resources: Unit 2
For students who may need additional help, use the
Guided Reading worksheet for Section 1.
© McDougal Littell Inc. All rights reserved.
Finding Key Ideas
CHAPTER s3ection 1
Comparing Republican Governments
Rome
United States of America
Executive
s4WOCONSULSELECTEDBYTHEASSEMBLYFORONEYEARˆ
CHIEFEXECUTIVESOFTHEGOVERNMENTANDCOMMANDERS
INCHIEFOFTHEARMY
s!PRESIDENTELECTEDBYTHEPEOPLEFORFOURYEARSˆ
CHIEFEXECUTIVEOFTHEGOVERNMENTANDCOMMANDER
INCHIEFOFTHEARMY
Legislative
s3ENATEOFMEMBERSCHOSENFROMARISTOCRACYFOR
LIFEˆCONTROLSFOREIGNANDFINANCIALPOLICIESADVISES
CONSULS
s#ENTURIATE!SSEMBLYALLCITIZENSOLDIERSAREMEMBERS
FORLIFEˆSELECTSCONSULSMAKESLAWS
s4RIBAL!SSEMBLYCITIZENSGROUPEDACCORDINGTOWHERE
THEYLIVEAREMEMBERSFORLIFEˆELECTSTRIBUNESAND
MAKESLAWS
s3ENATEOFMEMBERSELECTEDBYTHEPEOPLE
FORSIXYEARTERMSˆMAKESLAWSADVISESPRESIDENTON
FOREIGNPOLICY
s(OUSEOF2EPRESENTATIVESOFMEMBERSELECTED
BYTHEPEOPLEFORTWOYEARSˆMAKESLAWSORIGINATES
REVENUEBILLS
Judicial
s0RAETORSEIGHTJUDGESCHOSENFORONEYEARBY
#ENTURIATE!SSEMBLYˆTWOOVERSEECIVILANDCRIMINAL
COURTSTHEOTHERSGOVERNPROVINCES
s3UPREME#OURTNINEJUSTICESAPPOINTEDFORLIFEBY
PRESIDENTˆHIGHESTCOURTHEARSCIVILANDCRIMINAL
APPEALSCASES
Legal code
s4WELVE4ABLESˆALISTOFRULESTHATWASTHEBASISOF
2OMANLEGALSYSTEM
s53#ONSTITUTIONˆBASICLAWOFTHE5NITED3TATES
Citizenship
s!LLADULTMALELANDOWNERS
s!LLNATIVEBORNORNATURALIZEDADULTS
SKILLBUILDER: Interpreting Charts
1. Comparing What similarities do you see in the governments of the Roman Republic and the United States?
2. Drawing Conclusions Which government seems more democratic? Why?
B.C., Roman writers
boasted that Rome had achieved a balanced government. What they meant was that
their government had taken the best features of a monarchy (government by a
king), an aristocracy (government by nobles), and a democracy (government by the
people—see the comparison above of Rome to the United States). Rome had two
officials called consuls. Like kings, they commanded the army and directed the
government. However, their power was limited. A consul’s term was only one year
long. The same person could not be elected consul again for ten years. Also, one
consul could always overrule, or veto, the other’s decisions.
The senate was the aristocratic branch of Rome’s government. It had both
legislative and administrative functions in the republic. Its 300 members were chosen from the upper class of Roman society. Later, plebeians were allowed in the
senate. The senate exercised great influence over both foreign and domestic policy.
The assemblies represented the more democratic side of the government. For
example, an assembly organized by the plebeians, the Tribal Assembly, elected the
tribunes and made laws for the common people—and later for the republic itself.
In times of crisis, the republic could appoint a dictator—a leader who had absolute power to make laws and command the army. A dictator’s power lasted for only
six months. Dictators were chosen by the consuls and then elected by the senate.
Government Under the Republic In the first century
Vocabulary
The word veto
comes from the
Latin for “I forbid.”
Vocabulary
The term legion
also means a
multitude.
History from Visuals
Interpreting Charts
Ask students to pick one or two
significant differences between the
governments of Rome and the United
States. (Possible Answer: In Rome the
senators and other legislators served
for life. In the United States they have
two- or six-year terms.)
Extension Discuss how having legislators in office for life would change the
U.S. government. Ask how such a change
would affect officials’ willingness to
listen to the wishes and needs of people.
(Better—Continuity and wisdom in government. Worse—Lack of accountability.)
SKILLBUILDER Answers
1. Comparing Both have executive,
legislative, and judicial branches and
a basic legal code.
2. Drawing Conclusions Possible
Answer: The United States seems more
democratic, because the people elect
the president and members of the
Senate and House, and all adults can
be full citizens.
More About . . .
The Roman Army In addition to their government, the Romans placed great
The Roman Senate
value on their military. All citizens who owned land were required to serve in the
army. Seekers of certain public offices had to perform ten years of military service. Roman soldiers were organized into large military units called legions. The
Roman legion was made up of some 5,000 heavily armed foot soldiers (infantry).
A group of soldiers on horseback (cavalry) supported each legion. Legions were
divided into smaller groups of 80 men, each of which was called a century. The
military organization and fighting skill of the Roman army were key factors in
Rome’s rise to greatness.
Originally, the Roman Senate began as
a group of Etruscan nobles who advised
the king. Under the republic, the senate
advised the consuls and other public
officers. It also provided continuity as
officials were voted in and out of office.
In time its decisions were viewed as law.
Ancient Rome and Early Christianity 157
DIFFERENTIATING INSTRUCTION:
ENGLISH LEARNERS
Diagramming the Roman Republic
Consuls
s two rulers
s serve for one year
Class Time 30 minutes
Task Drawing a diagram showing the organization of the
Roman government
Purpose To understand this system of government
Instructions Have students create a chart to help them remember how
the Roman Republic was organized. Have students use the comparison
chart in the textbook for the information they will need to create an
organization chart for the Roman Republic. Have them insert key
information into the boxes on the chart. Here is an example.
After students complete their charts, have them make a similar chart
for the U.S. government. Then lead a discussion of the similarities
and differences.
Senate
s aristocrats
s serve for life
s advises consuls
Centuriate Assembly
s soldiers only
s chose consuls
s serve for life
Tribal Assembly
s ordinary citizens
s serve for life
s makes laws
Teacher’s Edition
157
CHAPTER s3ection 1
Rome Spreads Its Power
For hundreds of years after the founding of the republic, Rome sought to expand
its territories through trade and conquest.
Rome Spreads Its Power
Critical Thinking
s 7HYDOYOUTHINKTHE2OMANSGAVEFULL
citizenship to conquered people living close to Rome? (perhaps to ensure
their loyalty to Rome)
s (OWDID3CIPIOUSE(ANNIBALSLOVE
for Carthage as a weapon? (He forced
Hannibal to choose between defending
his home and conquering Rome.)
7*%&0
$BSUIBHF
)BOOJCBM
Rome Conquers Italy Roman power grew slowly but steadily as the legions battled
for control of the Italian peninsula. By the fourth century B.C., the Romans dominated
central Italy. Eventually, they defeated the Etruscans to the north and the Greek citystates to the south. By 265 B.C., the Romans were masters of nearly all Italy.
Rome had different laws and treatment for different parts of its conquered
territory. The neighboring Latins on the Tiber became full citizens of Rome. In
territories farther from Rome, conquered peoples enjoyed all the rights of Roman
citizenship except the vote. All other conquered groups fell into a third category,
allies of Rome. Rome did not interfere with its allies, as long as they supplied
troops for the Roman army and did not make treaties of friendship with any
other state. The new citizens and allies became partners
in Rome’s growth. This lenient policy toward defeated
enemies helped Rome to succeed in building a long-lasting
empire. For more than two centuries after 265 B.C., Roman
power spread far beyond Italy.
Rome’s Commercial Network Rome’s location gave it
easy access to the riches of the lands ringing the
Mediterranean Sea. Roman merchants moved by land and
sea. They traded Roman wine and olive oil for a variety of
foods, raw materials, and manufactured goods from other
lands. However, other large and powerful cities interfered
with Roman access to the Mediterranean. One such city was
Carthage. Once a colony of Phoenicia, Carthage was
located on a peninsula on the North African coast. Its rise to
power soon put it in direct opposition with Rome.
History Makers
Hannibal
!SKSTUDENTSWHATGOAL(ANNIBALSFATHER
gave him. (to hate Rome and always
seek to destroy it)(ISTORIANSRECORDTHAT
3CIPIOASKED(ANNIBALAFTERDEFEATING
him in 193 b.c., to rank the greatest genERALS(ANNIBALRANKEDHIMSELFTHIRDBUT
had he beaten Scipio, would rank himself
FIRST!SKSTUDENTSIFTHEYTHINK(ANNIBAL
WASAGREATLEADER7HYORWHYNOT
Rubric Maps should
s SHOW(ANNIBALSROUTECORRECTLY
s DESCRIBEOUTCOMEOFMAJORBATTLES
Electronic Library of Primary Sources
sh(ANNIBAL#ROSSESTHE!LPSv
Analyzing Issues
How did its
treatment of
conquered people
affect Rome’s
expansion?
B. Answer Since
most conquered
peoples were
content with their
treatment by Rome,
the empire could
concentrate on
expansion.
War with Carthage In 264 B.C., Rome and Carthage went to
war. This was the beginning of the long struggle known as the
Punic Wars. Between 264 and 146 B.C., Rome and Carthage
Hannibal 247–183 B.C.
When Hannibal was only a boy of
nine, his father, Hamilcar Barca, a
general in Carthage’s army, made
him swear that he would always hate
Rome and seek to destroy it.
After his defeat at the battle of
Zama and Carthage’s loss in the
Second Punic War, Hannibal took
refuge among Rome’s enemies. He
fought against Roman forces as an
ally of the kings of Syria and Bithynia.
When Roman agents came for him in
Bithynia on the Black Sea in Anatolia
in 183 b.c., he committed suicide
rather than submit to Rome.
INTERNET ACTIVITY Go online to
create an annotated map of
Hannibal’s journey through the Alps.
fought three wars. The first, for control of Sicily and the western Mediterranean, lasted 23 years (264–241 B.C.). It ended
in the defeat of Carthage. The Second Punic War began in
218 B.C. The mastermind behind the war was a 29-year-old
Carthaginian general named Hannibal. Hannibal was a brilliant military strategist who wanted to avenge Carthage’s
earlier defeat.
Hannibal assembled an army of 50,000 infantry, 9,000
cavalry, and 60 elephants with the intent of capturing Rome.
Instead of a head-on attack, however, Hannibal sought to
surprise the Romans with a most daring and risky move. He
led his army on a long trek from Spain across France and
through the Alps. Despite losing more than half his men and
most of his elephants, the general’s move initially worked.
For more than a decade, he marched his forces up and down
the Italian peninsula at will. Hannibal won his greatest victory at Cannae, in 216 B.C. There his army inflicted enormous losses on the Romans. However, the Romans
regrouped and with the aid of many allies stood firm. They
prevented Hannibal from capturing Rome.
Vocabulary
The term Punic
comes from the
Latin word for
Phoenician.
158 Chapter 6
DIFFERENTIATING INSTRUCTION:
GIFTED AND TALENTED STUDENTS
Reporting on the Punic Wars
Class Time 30 minutes
s EDITORIALSFORORAGAINST2OMANDESTRUCTIONOF#ARTHAGE
Task2ESEARCHINGTHE0UNIC7ARS
s NEWSSTORIESABOUTONEORMOREIMPORTANTBATTLES
Purpose To explore and respond to events and personalities
Instructions4HE0UNIC7ARSSTRETCHEDOVERALONGPERIODOFTIMEINVOLV
INGMANYSTRONGPERSONALITIESANDPIVOTALEVENTS(AVESTUDENTSRESEARCH
THE0UNIC7ARSINGREATERDETAIL%NCOURAGESTUDENTSTORESEARCHINBOOKS
encyclopedias, and on the Internet, and to incorporate their findings in
brief written reports. Students may present their final reports in any of the
following formats:
158
Chapter 6
s FEATUREARTICLESABOUTTHEPERSONALITIESINVOLVEDINTHESTRUGGLE
Urge students to use visual aids in their reports, such as the map on
page 159. Students might also find or create new visuals, such as images
OF(ANNIBALTOACCOMPANYAFEATUREONHISPERSONALITYORBATTLEMAPSTO
support news stories about an important battle. Invite students listening to
the reports to pose questions derived from their reading of the section.
CHAPTER s3ection 1
Punic Wars, 264–146 B.C.
AL
GAUL
PY
PS
0
ITALY
NE
ri
Corsica
ES
0
DA
at
Rome
AT
R.
Athens
Corinth
Sicily
Me
Zama (202 B.C.)
dit
err
0n
ane
AFRICA
an S
ea
Alexandria
Rome Triumphs Finally, the Romans found a daring military leader to match
(ANNIBALS BOLDNESS ! GENERAL NAMED 3CIPIO 3)(0sEEsOH DEVISED A PLAN TO
ATTACK#ARTHAGE4HISSTRATEGYFORCED(ANNIBALTORETURNTODEFENDHISNATIVECITY
In 202 B.C., at Zama near Carthage, the Romans finally defeated Hannibal.
During the Third Punic War (149–146 B.C.2OMELAIDSIEGETO#ARTHAGE)N
B.C.THECITYWASSETAFIREANDITSINHABITANTSSOLDINTOSLAVERY)TSTERRITORY
WASMADEA2OMANPROVINCE
2OMES VICTORIES IN THE 0UNIC 7ARS GAVE IT DOMINANCE OVER THE WESTERN
Mediterranean. The Romans then went on to conquer the eastern half. By about 70
B.C., Rome’s Mediterranean empire stretched from Anatolia in the east to Spain in
THEWEST!SYOUWILLREADIN3ECTIONHOWEVERSUCHGROWTHANDPOWERBROUGHT
with it a new set of difficulties.
SECTION
1
EGYPT
SKILLBUILDER Answers
7*%&0
$BSUIBHF
7JDUPSZBU
$BOOBF
s plebeian
SECTION 1 ASSESSMENT
s tribune
s consul
s senate
s dictator
s legion
s Punic Wars
s Hannibal
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What do you consider to be
3. What limits were there on the
6. FORMING OPINIONS Do you think the Roman Republic
the key characteristic of the
early Roman Republic? Why?
I. The Origins of Rome
A.
B.
II. The Early Republic
A.
B.
III. Rome Spreads
Its Power
A.
B.
1. Movement about 1,400 miles
2. Region parts of Spain, Italy, and
Numidia; Macedonia, Greece, Dalmatia,
Sicily; Sardinia, Corsica
!33%33
ASSESSMENT
s patrician
Have students locate Rome and Carthage
on the map. Ask how the geographic
position of these cities helps to explain
their desire to destroy each other. (Both
cities command strategic sections of
the Mediterranean and can attack each
other’s trade fleets. To expand, they must
overcome rivals.)
Extension Have students use an atlas
to identify the present-day name for
Carthage. (Tunis)
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
s republic
40°E
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Movement How many miles did Hannibal’s forces march to reach Cannae?
2. Region What territory did Rome add between 264 b.c. and 146 b.c.?
Drawing
Conclusions
Why were
the Punic Wars
important?
Interpreting the Map
ANATOLIA
NUMIDIA
Extent of Carthage’s rule, 264 B.C.
Extent of Roman rule, 264 B.C.
Additional Roman territory, 146 B.C.
Hannibal’s invasion route
Scipio’s invasion route
Major battle
C. Answer They
eliminated major
rivals in area and
gave Rome control
of western half of
the Mediterranean.
History from Visuals
Pergamum
GREECE
Balearic
Islands
Carthage
Sea
MACEDONIA
Cannae
(216 B.C.)
Sardinia
SPAIN
s
Tagu
Black
IA
a
40°N
800 Kilometers
Danube R.
LM
i
Se
ATLANTIC
OCEAN
Ad
c
RE
400 Miles
power of the Roman consuls?
owed its success more to its form of government or its
army? Why?
4. What was the significance of
the Twelve Tables?
7. ANALYZING ISSUES Do you agree with claims that early
5. How was Hannibal’s attack on
Rome daring and different?
Rome had achieved a “balanced” government? Explain.
8. CLARIFYING How did Rome expand its territory and
maintain control over it?
9. WRITING ACTIVITY POWER AND AUTHORITY Write a brief
essay explaining what problems might arise from
appointing a dictator during times of crisis.
CONNECT TO TODAY PREPARING AN ORAL REPORT
Use the library and other resources to locate any monuments built to either Hannibal or the
Punic Wars. Then present what you found and the circumstances surrounding the
monument’s creation in an oral report.
Have students work with a partner to
find answers to the questions within the
section text.
Formal Assessment
s3ECTION1UIZP
RETEACH
Use the Guided Reading activity for
Section 1 to review the development of
Rome into a great republic.
In-Depth Resources, Unit 2
s'UIDED2EADINGP
s2ETEACHING!CTIVITYP
Ancient Rome and Early Christianity 159
ANSWERS
1.REPUBLICPsPATRICIANPsPLEBEIANPsTRIBUNEPsCONSULPsSENATEPsDICTATORP
sLEGIONPs0UNIC7ARSPs(ANNIBALP
2. Sample Answer: I. A. on river, B. Latins,
Greeks, Etruscans. II. A. patricians and
plebeians, B. written laws. III. A. thriving trade,
B. Rome destroys Carthage Key—Rule of law.
3. One-year term; ten-year hiatus between
terms; consuls could veto each other.
4. They were a written code that assured equal
protection under the law.
5. Instead of attacking head-on, he led his
army from Spain and through the Alps for a
surprise attack.
6. Possible Answer: The army expanded the
empire’s territory and power, but the republican government led to the stability to grow
and prosper.
7. Possible Answer: Yes, the republic combined
the best features of a monarchy (consuls
or kings with limited power), aristocracy
(senate), and democracy (the assemblies).
This created a stable government.
8. Possible Answer: It expanded through
conquest, maintained control by just
treatment of the conquered.
9. Rubric Essays should mention a dictator
could seize new powers.
CONNECT TO TODAY
Rubric Oral reports should
s IDENTIFYTHEMONUMENTSPLACEANDDATE
of origin.
s TELLWHOBUILTTHEMONUMENTANDWHY
Teacher’s Edition
159
LESSON PLAN
2
OBJECTIVES
s !NALYZEPROBLEMSFACINGTHE2EPUBLIC
s 3UMMARIZEEVENTSLEADINGTOCREATION
OFTHE2OMAN%MPIRE
The Roman Empire
s $ESCRIBETHEEMPIRESECONOMYAND
GOVERNMENT
MAIN IDEA
EMPIRE BUILDING The
creation of the Roman Empire
transformed Roman government, society, economy, and
culture.
FOCUS & MOTIVATE
4ELLSTUDENTSTHATTHE2OMANSFOUNDIT
DIFFICULTTOSHAREPOWERANDRUNSUCH
ALARGEEMPIREATTHESAMETIME!SK
STUDENTSTOSHAREDIFFICULTIESTHEYVE
OBSERVEDWITHGROUPDECISIONMAKING
(Possible Answers: tension in school
clubs, family decisions, city government)
Critical Thinking
The Roman Empire has served
throughout history as a model
of political organization and
control.
TERMS & NAMES
s CIVILWAR
s *ULIUS
Caesar
s TRIUMVIRATE
s !UGUSTUS
s Pax Romana
SETTING THE STAGE As Rome enlarged its territory, its republican form of Pictured Above:
INSTRUCT
The Republic Collapses
WHY IT MATTERS NOW
TAKING NOTES
Use the graphic organizer
online to take notes on
the ways in which Rome
changed as it became an
empire.
s (OWWOULDLIMITINGTHESIZEOF
2OMANESTATESHELPTHEPOOR
(Possible Answer: It would enable
small landowners to succeed.)
s 7HICHDOYOUTHINKTHREATENED#AESARS
RIVALSMOREHISPOWERORHISPOPULARITY
%XPLAIN(His popularity, as it was the
true source of power.)
In-Depth Resources: Unit 2
s'UIDED2EADINGPALSOIN3PANISH
government grew increasingly unstable. Eventually, the Roman Republic gave way (L) Roman
to the formation of a mighty dictator-ruled empire that continued to spread Amphitheater
of Pula:
Rome’s influence far and wide.
Arcades;
(R) The Court
The Republic Collapses
of Theodora,
Rome’s increasing wealth and expanding boundaries brought many problems. 6th century
The most serious were growing discontent among the lower classes of society
and a breakdown in military order. These problems led to a shakeup of the
republic—and the emergence of a new political system.
Economic Turmoil As Rome grew, the gap between rich and poor grew wider.
Many of Rome’s rich landowners lived on huge estates. Thousands of enslaved
persons—many of whom had been captured peoples in various wars—were
forced to work on these estates. By 100 B.C., enslaved persons formed perhaps
one-third of Rome’s population.
Small farmers found it difficult to compete with the large estates run by the
labor of enslaved people. Many of these farmers were former soldiers. A large
number of them sold their lands to wealthy landowners and became homeless and
jobless. Most stayed in the countryside and worked as seasonal migrant laborers.
Some headed to Rome and other cities looking for work. They joined the ranks of
the urban poor, a group that totaled about one-fourth of Roman society.
4WOBROTHERS4IBERIUSAND'AIUS'59sUS'RACCHUS'2!+sUSATTEMPTED
to help Rome’s poor. As tribunes, they proposed such reforms as limiting the size
of estates and giving land to the poor. Tiberius spoke eloquently about the plight
of the landless former soldiers:
PRIMARY SOURCE
The savage beasts have their . . . dens, . . . but the men who bear arms and expose
their lives for the safety of their country, enjoy . . . nothing more in it but the air and
light . . . and wander from place to place with their wives and children.
TIBERIUS GRACCHUS quoted in Plutarch, The Lives of Noble Greeks and Romans
The brothers made enemies of numerous senators, who felt threatened by their
ideas. Both met violent deaths—Tiberius in 133 B.C. and Gaius in 121 B.C.
160 Chapter 6
SECTION 2 PROGRAM RESOURCES
ALL STUDENTS
In-Depth Resources: Unit 2
s'UIDED2EADINGP
s'EOGRAPHY!PPLICATIONP
s(ISTORY-AKERS#LEOPATRAP*ULIUS#AESARP
Formal Assessment
s3ECTION1UIZP
ENGLISH LEARNERS
In-Depth Resources in Spanish
s'UIDED2EADINGP
s'EOGRAPHY!PPLICATIONP
160
Chapter 6
Spanish/English Guided Reading Workbook
s3ECTION
STRUGGLING READERS
In-Depth Resources: Unit 2
s'UIDED2EADINGP
s"UILDING6OCABULARYP
s2ETEACHING!CTIVITYP
Guided Reading Workbook
s3ECTION
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 2
s0RIMARY3OURCEFROMThe Gallic War,P
s,ITERATUREFROMJulius Caesar,P
Electronic Library of Primary Sources
sh(OW#LEOPATRA#HARMED!NTONYv
sh7ALL)NSCRIPTIONSFROM0OMPEIIv
INTEGRATED TECHNOLOGY
Student One Stop
Teacher One Stop
s0OWER0RESENTATIONS
Geography Transparencies
s'4%XPANSIONOFTHE2OMAN%MPIREb.c.–a.d.
CHAPTER s3ection 2
A period of civil war, or conflict between groups within the same country,
followed their deaths.
Military Upheaval Adding to the growing turmoil within the republic was a
breakdown of the once-loyal military. As the republic grew more unstable, generals began seizing greater power for themselves. They recruited soldiers from the
landless poor by promising them land. These soldiers fought for pay and owed allegiance only to their commander. They replaced the citizen-soldiers whose loyalty
had been to the republic. It now was possible for a military leader supported by his
own troops to take over by force. Eventually, one would do just that.
History Makers
Julius Caesar
Julius Caesar Takes Control In 60 B.C., a military leader named Julius Caesar
joined forces with Crassus, a wealthy Roman, and Pompey, a popular general. With
their help, Caesar was elected consul in 59 B.C. For the next ten years, these men
dominated Rome as a triumvirate, a group of three rulers.
Caesar was a strong leader and a genius at military strategy. Following tradition,
he served only one year as consul. He then appointed himself governor of Gaul
(now France). During 58–50 B.C., Caesar led his legions in
a grueling but successful campaign to conquer all of Gaul.
Because he shared fully in the hardships of war, he won his
men’s loyalty and devotion.
Julius Caesar
The reports of Caesar’s successes in Gaul made him very
100–44 B.C.
popular with the people of Rome. Pompey, who had become
In 44 b.c., on March 15, Caesar
his political rival, feared Caesar’s ambitions. In 50 B.C., the
prepared to go to speak to the
senate, at Pompey’s urgings, ordered Caesar to disband his
Senate, unaware that important
legions and return home.
senators plotted his death. According
to legend, his wife, Calpurnia, begged
Caesar defied the senate’s order. On the night of January
him not to go. She said she had seen
10, 49 B.C., he took his army across the Rubicon River in
him in a dream dying in her arms of
Italy, the southern limit of the area he commanded. He
stab wounds.
marched his army swiftly toward Rome, and Pompey fled.
When Caesar arrived at the Senate
Caesar’s troops defeated Pompey’s armies in Greece, Asia,
chamber, he sat in his chair. Soon the
plotters encircled him, took knives
Spain, and Egypt. In 46 B.C., Caesar returned to Rome,
hidden in their togas, and stabbed him
where he had the support of the army and the masses. That
23 times, as depicted in the painting
same year, the senate appointed him dictator. In 44 B.C., he
below. They were led by Gaius Cassius
was named dictator for life.
and Caesar’s friend Marcus Brutus.
Caesar’s Reforms Julius Caesar governed Rome as an
absolute ruler, one who has total power. However, he started
a number of reforms. He granted Roman citizenship to
many people in the provinces. In addition, he expanded the
senate, adding his friends and supporters from Italy and
Caesar’s last words were “Et tu,
Brute?” (“You, too, Brutus?”)
RESEARCH WEB LINKS Go online for
more on Julius Caesar.
Ask students what Caesar meant by his
final words to Brutus. (He was surprised
that even his close friend would
betray him.)
Caesar’s most lasting reform was to
set up a new calendar, called the Julian
calendar. Based on a solar year instead
of moon cycles, it had 365 days and
added one extra day every fourth year.
Ask students to find out why the seventh
month, July, was named for Julius Caesar.
(His birthday was in that month.)
In-Depth Resources: Unit 2
s(ISTORY-AKERS#LEOPATRAP*ULIUS
#AESARP
Tip for Gifted and Talented
Students
Have students read more about Julius
Caesar, then comment on how he might
fare as a leader today. Students might
consider Caesar’s method of leadership,
the risks he took and how he evaluated
these, and the ways he encouraged
loyalty among his people and soldiers.
In-Depth Resources: Unit 2
s0RIMARY3OURCEFROMThe Gallic War,
P
s,ITERATUREFROMJulius Caesar,P
161
Name
Group
PROCESS ASSESSMENT
COOPERATIVE LEARNING
Standards for Evaluating a Cooperative Activity
Assigned Role
(circle one)
recorder
reporter
materials manager
Group Cooperation
discussion leader
Exceptional
other ___________
Acceptable
Poor
1. Helps resolve conflicts to maintain agreement
Debating Historical Motives
2. Shares responsibility for the activity
3. Uses group time productively
4. Helps the group stay on task
Task Researching and debating a position about
Julius Caesar
Purpose To understand that motivations may be complex
Instructions Organize students in four groups, assigning
each group a topic and a position. Each group will write
an opening position statement and at least three arguments to support their positions. A representative from
each group will debate the opposing side on their topic.
Time each speaker. Have the class choose which side in
each debate states and supports its decision best.
Students may choose one of two positions:
s *ULIUS#AESARCOMMITTEDTREASONBYCROSSING
the Rubicon.
s !SSASSINSOF*ULIUS#AESARWEREMOTIVATEDBYADESIRE
for power.
5. Helps the group complete the activity
Individual Performance
6. Communicates ideas and concerns clearly
7. Cooperates with other group members
8. Fulfills assigned role
9. Contributes ideas and effort to the group
10. Is comfortable working with peers
11. Demonstrates ability to motivate others
Comments ________________________________________________________________________________
__________________________________________________________________________________________
Debating teams should make clear position statements,
present three clear arguments, and use primary and secondary sources to support their arguments.
Use the Standards for Evaluating a Cooperative Activity
worksheet once the groups have finished their debates.
__________________________________________________________________________________________
© McDougal Littell Inc. All rights reserved.
Class Time 35 minutes
__________________________________________________________________________________________
Overall rating ______________________________________________________________________________
6 Chapter 2 Process Assessment
Integrated Assessment Book
Teacher’s Edition
161
CHAPTER s3ection 2
other regions. Caesar also helped the poor by creating jobs, especially through the
construction of new public buildings. He started colonies where people without
land could own property, and he increased pay for soldiers.
Many nobles and senators expressed concern over Caesar’s growing power, success, and popularity. Some feared losing their influence. Others considered him a
tyrant. A number of important senators, led by Marcus Brutus and Gaius Cassius,
plotted his assassination. On March 15, 44 B.C., they stabbed him to death in the
senate chamber.
History Makers
Augustus
Ask students how Augustus lived as
an emperor. (He lived a simple and
frugal life.)
Beginning of the Empire After Caesar’s death, civil war broke out again and
destroyed what was left of the Roman Republic. Three of Caesar’s supporters
banded together to crush the assassins. Caesar’s 18-year-old grandnephew and
ADOPTED SON /CTAVIAN AHKs4!9sVEEsUHN JOINED WITH AN EXPERIENCED GENERAL
named Mark Antony and a powerful politician named Lepidus. In 43 B.C., they took
control of Rome and ruled for ten years as the Second Triumvirate.
Their alliance, however, ended in jealousy and violence. Octavian forced
Lepidus to retire. He and Mark Antony then became rivals. While leading troops
against Rome’s enemies in Anatolia, Mark Antony met Queen Cleopatra of Egypt.
He fell in love with her and followed her to Egypt. Octavian accused Antony
of plotting to rule Rome from Egypt, and another civil war erupted. Octavian
defeated the combined forces of Antony and Cleopatra
at the naval battle of Actium in 31 B.C. Later, Antony and
Cleopatra committed suicide.
While he restored some aspects of the republic, Octavian
became the unchallenged ruler of Rome. Eventually he
accepted the title of AugustusAWs'5(3sTUHSORhEXALTED
one.” He also kept the title imperator,ORhSUPREMEMILITARY
commander,” a term from which emperor is derived. Rome
was now an empire ruled by one man.
In addition to his title of Augustus,
the first emperor of Rome was called
princeps civis, or “first citizen.” Augustus
could easily have made himself dictator of Rome, but instead he maintained
some of the institutions of the republic.
Ask students to decide whether Julius
Caesar or his grandnephew Octavian gave
more to Rome.
Tip for Struggling Readers
Use a flow chart to summarize the
steps leading to the role of Augustus as
emperor of Rome. (Julius Caesar killed,
Octavian allies with Second Triumvirate,
Octavian pushes out allies.)
s (OWDID!UGUSTUSSRULESETTHESTAGE
for the Pax Romana? What does this
suggest about the relative importance
of an individual leader? (Augustus’s
stable government system withstood
changes in leadership; the system is
more important than the individual.)
s 7HATEFFECTDIDTHESYSTEMOFROADS
have on the Roman Empire?
(connected the vast empire, enabled
trade and military action)
In-Depth Resources: Unit 2
s'EOGRAPHY!PPLICATION4HE2OADSOFTHE
2OMAN%MPIREP
A. Possible Answer
Caesar had total
power, and there
were no governmental means to remove
him from office.
A Vast and Powerful Empire
Augustus
63 B.C.–A.D. 14
A Vast and Powerful Empire
Critical Thinking
Analyzing
MotivesWhy did
Caesar’s rivals feel
they had to kill him?
Augustus was the most powerful
ruler of the mightiest empire of the
ancient world. Yet, amid the pomp of
Rome, he lived a simple and frugal
life. His home was modest by Roman
standards. His favorite meal consisted
of coarse bread, a few sardines, and
a piece of cheese—the usual food of
a common laborer.
Augustus was also a very religious
and family-oriented man. He held to
a strict moral code. He had his only
child, Julia, exiled from Rome for not
being faithful in her marriage
RESEARCH WEB LINKS Go online
for more on Augustus.
Rome was at the peak of its power from the beginning of
Augustus’s rule in 27 B.C. to A.D. 180. For 207 years, peace
reigned throughout the empire, except for some fighting
with tribes along the borders. This period of peace and prosperity is known as the Pax Romanaˆh2OMANPEACEv
During this time, the Roman Empire included more than
3 million square miles. Its population numbered between 60
and 80 million people. About 1 million people lived in the
city of Rome itself.
A Sound Government The Romans held their vast empire
together in part through efficient government and able rulers. Augustus was Rome’s ablest emperor. He stabilized the
frontier, glorified Rome with splendid public buildings, and
created a system of government that survived for centuries.
He set up a civil service. That is, he paid workers to manage the affairs of government, such as the grain supply, tax
collection, and the postal system. Although the senate still
functioned, civil servants drawn from plebeians and even
former slaves actually administered the empire.
After Augustus died in A.D. 14, the system of government that he established maintained the empire’s stability.
Summarizing
To what does
the term Pax
Romana refer?
B. Answer a
period of nearly
two centuries of
peace and prosperity for the Roman
Empire
Vocabulary
The term civil
service refers to
persons employed
in the civil administration of government.
162 Chapter 6
CT
MCDOUGAL LITTELL
73 World History: Patterns of Interaction
STRUGGLING READERS
Understanding Julius Caesar
Event 3
DIFFERENTIATING INSTRUCTION:
Critical Thinking:
Chronological Order
Caesar conquers Gaul.
Caesar assassinated
Caesar crosses the
Rubicon and defeats
Pompey.
Civil war
Instructions Have students use a flow chart to fill in the
events of Caesar’s rise to power, his assassination, and
the civil wars that followed. Lead students through the
text when Caesar is introduced through when Octavian
became emperor, pp. 161–162. Point out that the assassination of Caesar did not save the republic as Brutus and
Cassius had hoped. Instead it led to civil war.
162
Chapter 6
Caesar appointed
dictator.
Octavian defeats
Antony and becomes
emperor.
© McDougal Littell Inc. All rights reserved.
Purpose To gain understanding of Caesar’s rise and fall
Event 1
Task Making a flow chart
Event 2
Class Time 30 minutes
Critical Thinking Transparencies
Caesar starts reforms.
Is hugely popular.
CHAPTER s3ection 2
Trade in the Roman Empire, A.D. 200
Trade Goods
BRITAIN
Olive oil
Slaves
Metals
Textiles
Wild animals
Interpreting the Map
Roman Empire, A.D. 200
Loire R.
AL
PS
Aquileia
Black Sea
SM
OU
NT
AI
spi
NS
an
Tarraco
CAS
U
Ca
S
CAU
Danub
eR
.
r i Salonae
ITALY at ic
Rome
Se
a
EE
Have students note the direction of trade
as indicated by the arrows. Why are no
arrows pointing away from Rome? What
does this say about the direction and
amount of trade at this time? (More
goods were coming into Rome than
going out; Rome had the wealth to pay
for trade goods, not simply exchange.)
DACIA
Ad
Massalia
PY Narbo
RE
N
GREECE
Sea
Byzantium
SPAIN
40°N
History from Visuals
EUROPE
GAUL
ATLANTIC
OCEAN
Wine
Grain
Londinium
ANATOLIA
Ephesus
Corinth
Gades
Carthage
M
Antioch
dite
rran
ean
Damascus
Sea
Caesarea
AFRICA
M
Alexandria
OU
Nile R.
500 Miles
TA
I
NS
1,000 Kilometers
0n
0
ARABIA
N
EGYPT
0
Extension Have students work in pairs
to list the sources of the following items
sent to Rome: grain, olive oil, wine, metals, wild animals, and enslaved persons.
(Grain—Africa, Europe. Olive oil—Europe.
Wine—Europe. Metals—Europe, Asia. Wild
animals and enslaved persons—Europe,
Asia, Africa.)
OS
Ctesiphon
Jerusalem
GR
LAS
Me
NS
ZA
AT
TA I
OUN
GEOGRAPHY SKILLBUILDER: Interpreting Maps
Tropic of Cancer
1. Movement From what three continents did trade goods come to Rome?
2. Location Which goods were supplied by all three areas?
SKILLBUILDER Answers
This was due mainly to the effectiveness of the civil service in carrying out dayto-day operations. The Romans managed to control an empire that by the second
century A.D. reached from Spain to Mesopotamia, from North Africa to Britain.
Included in its provinces were people of many languages, cultures, and customs.
1. Movement Europe, Asia, Africa
2. Location wild animals and
enslaved persons
Agriculture and Trade Agriculture was the most important industry in the empire.
All else depended on it. About 90 percent of the people were engaged in farming.
Most Romans survived on the produce from their local area. Additional food (when
needed) and luxury items for the rich were obtained through trade. In Augustus’s time,
a silver coin called a denarius was in use throughout the empire. Having common
coinage made trade between different parts of the empire much easier.
Rome had a vast trading network. Ships from the east traveled the
Mediterranean protected by the Roman navy. Cities such as Corinth in Greece,
Ephesus in Anatolia, and Antioch on the eastern coast of the Mediterranean grew
wealthy. Rome also traded with China and India.
A complex network of roads linked the empire to such far-flung places as Persia
and southern Russia. These roads were originally built by the Roman army for
military purposes. Trade also brought Roman ways to the provinces and beyond.
The Roman World
Critical Thinking
s %XAMINETHEQUALITIESOFgravitas.
Why were they so valued in the
Roman world? (Strength, power, and
usefulness helped the empire’s trade
and military goals more than beauty,
grace, or elegance.)
s 7HATASPECTSOF2OMANLIFEMIGHT
signal future problems for the empire?
(huge numbers of enslaved persons,
great gap between rich and poor,
high unemployment)
The Roman World
Throughout its history, Rome emphasized the values of discipline, strength, and
loyalty. A person with these qualities was said to have the important virtue of gravitas. The Romans were a practical people. They honored strength more than beauty,
power more than grace, and usefulness more than elegance.
Ancient Rome and Early Christianity 163
DIFFERENTIATING INSTRUCTION:
ENGLISH LEARNERS
Qualities of Roman Life
Class Time 20 minutes
Task Analyzing and comparing descriptive words
Purpose To improve students’ understanding of the qualities of Roman life
Have the student pairs then look at the chart on page 164. After discussing the traits of the “good” and “bad” emperors, have students brainstorm
adjectives to describe these emperors. Possibilities include:
Instructions Discuss the differences between each pair of words as used
in the section to describe Roman values:
s VIOLENT
s KIND
s CONTROLLING
s WISE
strength/beauty
s NASTY
s ORGANIZED
s WORRIED
s COMPASSIONATE
s SENSIBLE
s INTELLIGENT
power/grace
usefulness/elegance
Have students work with those more proficient in English to think of sentences that illustrate the different meaning of each pair. Students might
also draw pictures—for example, a picture of a wrestler to show power and
of a dancer to show grace. Here is an example:
Plastic tableware has no elegance, but it is very useful.
Teacher’s Edition
163
CHAPTER s3ection 2
Roman Emperors, A.D. 37–A.D. 180
Bad Emperors
History from Visuals
Caligula
sn
s-ENTALLY
DISTURBED
Nero
sn
s'OODADMIN
ISTRATORBUT
VICIOUS
s-URDEREDMANY
s0ERSECUTED
#HRISTIANS
Interpreting the Chart
!SKSTUDENTSTOSTUDYTHECHARTOFhBADv
ANDhGOODv2OMANEMPERORS$ISCUSS
WITHTHECLASSTHEBENEFITSANDDRAWBACKS
OFHAVINGONEPERSONRULEANEMPIREOR
NATION7HATARETHEADVANTAGESOFA
SINGLERULERATTHETOP7HATARETHERISKS
(Advantages—Quick decisions, lack of
opposition, chance to reform laws and
social conditions. Risks—Arbitrary laws,
willful persecutions or executions, military
and national wealth used for personal
gain, lack of or bad successor.)
Good Emperors
Domitian
sn
s2ULED
DICTATORIALLY
s&EAREDTREASON
EVERYWHEREAND
EXECUTEDMANY
Nerva
sn
s"EGANCUSTOM
OFADOPTINGHEIR
Trajan
sn
s%MPIREREACHED
ITSGREATESTEXTENT
s5NDERTOOKVAST
BUILDINGPROGRAM
s%NLARGEDSOCIAL
WELFARE
Hadrian
sn
s#ONSOLIDATED
EARLIERCONQUESTS
s2EORGANIZEDTHE
BUREAUCRACY
Antoninus Pius
sn
s2EIGNLARGELYA
PERIODOFPEACE
ANDPROSPERITY
Marcus Aurelias
sn
s"ROUGHTEMPIRE
TOHEIGHTOF
ECONOMIC
PROSPERITY
s$EFEATEDINVADERS
s7ROTEPHILOSOPHY
Most people in the Roman Empire lived in the countryside and worked on
farms. In Rome and smaller cities, merchants, soldiers, slaves, foreigners, and
philosophers all shared the crowded, noisy streets. Here, people from all walks of
life came together to create a diverse society.
Slaves and Captivity Slavery was a significant part of Roman life. It was widespread
and important to the economy. The Romans made more use of slaves than any previous civilization. Numbers of slaves may have reached as high as one-third of the total
population. Most slaves were conquered peoples brought back by victorious Roman
armies and included men, women, and children. Children born to slaves also became
slaves. Slaves could be bought and sold. According to Roman law, slaves were the
property of their owners. They could be punished, rewarded, set free, or put to death
as their masters saw fit.
Slaves worked both in the city and on the farm. Many were treated cruelly and
worked at hard labor all day long. Some—strong, healthy males—were forced to
become gladiators, or professional fighters, who fought to the death in public contests. Other slaves, particularly those who worked in wealthy households, were better
treated. Occasionally, slaves would rebel. None of the slave revolts succeeded. More
than a million slaves lost their lives attempting to gain their freedom.
#ALIGULA
More About . . .
Rich and Poor Romans
-OSTWEALTHYCITYDWELLERSALSOHADCOUNTRYESTATESCALLEDVILLASWITHLIBRARIESART
GALLERIESSWIMMINGPOOLSANDATHLETIC
COURTS)NPROVINCESSUCHAS'AUL.ORTH
!FRICAAND"RITANNIATHESEESTATESGREW
MUCHOFTHEEMPIRESFOOD
4RAJAN
Gods and Goddesses The earliest Romans worshiped powerful spirits or divine
forces, called numina, that they thought resided in everything around them. Closely
related to these spirits were the Lares (LAIR-eez), who were the guardian spirits of
each family. They gave names to these powerful gods and goddesses and honored
them through various rituals, hoping to gain favor and avoid misfortune.
In Rome, government and religion were linked. The deities were symbols of the
state. Romans were expected to honor them not only in private rituals at shrines in
their homes but also in public worship ceremonies conducted by priests in temples.
Among the most important Roman gods and goddesses were Jupiter, father of the
gods; Juno, his wife, who watched over women; and Minerva, goddess of wisdom
and of the arts and crafts. During the empire, worship of the emperor also became
part of the official religion of Rome.
)NSTARKCONTRASTPOORFAMILIESLIVEDIN
CROWDEDWOODENTENEMENTSUPTOSEVEN
STORIESHIGH4HOUSANDSOFSUCHBUILDINGS
FILLED2OMESSLUMS4HETENEMENTSWERE
SOPOORLYBUILTTHATROOFSANDCEILINGS
SOMETIMESCOLLAPSEDKILLINGALLINSIDE
Society and Culture By the time of the empire, wealth and social status made
huge differences in how people lived. Classes had little in common. The rich lived
extravagantly. They spent large sums of money on homes, gardens, slaves, and luxuries. They gave banquets that lasted for many hours and included foods that were
rare and costly, such as boiled ostrich and parrot-tongue pie.
However, most people in Rome barely had the necessities of life. During the
time of the empire, much of the city’s population was unemployed. The government supported these people with daily rations of grain. In the shadow of Rome’s
164 Chapter 6
Name
GIFTED AND TALENTED STUDENTS
Task7RITINGASHORTSTORYORPLOTOUTLINE
Purpose4OEXPLOREANDDESCRIBEDAILYLIFEIN
2OMANTIMES
Instructions2EVIEWh3OCIETYAND#ULTUREvPAGESn
ANDh3OCIAL(ISTORYvPAGESnWITHSTUDENTS
$IRECTTHEMTOWRITEASTORYORPLOTOUTLINESETIN2OME
4HESTORYMAYINVOLVERICHORPOOR2OMANSGLADIATORSOR
CHARIOTEERS2EFERSTUDENTSTOTHESECTIONILLUSTRATIONSAND
PRIMARYSOURCESTORESEARCHTHESTORYSETTING
164
Chapter 6
Section 5
PRIMARY SOURCE
0ROMPTSTUDENTSBYASKINGTHEMTONOTEPROBLEMSTHE
2OMANSMIGHTHAVEHAD&OREXAMPLE
s !PERSONMAYBEUNABLETOAFFORDTHELUXURIES
REQUIREDFORABUSINESSBANQUET
s !CHARIOTEERMAYNEEDTOWINANIMPORTANTRACE
s !POORCHILDGETSLOSTCOMINGHOMEFROM
THE#OLOSSEUM
s !FAMILYISSEPARATEDWHEN6ESUVIUSERUPTS
!SKSTUDENTSTOSHARETHEIRPLOTOUTLINES
The Eruption of Vesuvius
Letter from Pliny the Younger to Tacitus
In A.D. 79 Mount Vesuvius, a volcano in southwest Italy, erupted, burying the
cities of Pompeii and Herculaneum. Among those killed was Roman historian
C. Plinius Secundus, known as Pliny the Elder. His nephew, Pliny the Younger,
wrote an account of the disaster in a letter to the Roman historian Tacitus. As
you read part of his letter, think about the dangers Pliny’s uncle faced.
Y
Drafting a Short Story
Class TimeMINUTES
6
our request that I would send you an account
of my uncle’s death, in order to transmit a more
exact relation of it to posterity, deserves my acknowledgments; for, if this accident shall be celebrated by
your pen, the glory of it, I am well assured, will be
rendered forever illustrious. . . . On the 24th of
August, about one in the afternoon, my mother
desired him to observe a cloud which appeared of a
very unusual size and shape. . . . This phenomenon
seemed to a man of such learning and research as
my uncle extraordinary and worth further looking
into. . . . He ordered the galleys to be put to sea,
and went himself on board. . . . Hastening then to
the place from whence others fled with the utmost
terror, he steered his course direct to the point of
danger, and with so much calmness and presence
of mind as to be able to make and dictate his observations upon the motion and all the phenomena of
that dreadful scene. . . . [The wind] was favourable,
however, for carrying my uncle to Pomponianus,
whom he found in the greatest consternation. . . .
Meanwhile broad flames shone out in several places
from Mount Vesuvius, which the darkness of the
night contributed to render still brighter and clearer. But my uncle, in order to soothe the apprehensions of his friend, assured him it was only the
burning of the villages, which the country people
had abandoned to the flames; after this he retired
to rest. . . . The court which led to his apartment
being now almost filled with stones and ashes, if he
had continued there any time longer, it would have
been impossible for him to have made his way
out. So he was awoke and got up, and went to
Pomponianus and the rest of his company. . . .
They consulted together whether it would be most
prudent to trust to the houses, which now rocked
from side to side with frequent and violent concussions as though shaken from their very foundations;
or fly to the open fields, where the calcined stones
and cinders, though light indeed, yet fell in large
showers, and threatened destruction. In this choice
of dangers they resolved for the fields: a resolution
which, while the rest of the company were hurried
into by their fears, my uncle embraced upon cool
and deliberate consideration. They went out then,
having pillows tied upon their heads with napkins;
and this was their whole defense against the storm
of stones that fell round them. It was now day
everywhere else, but there a deeper darkness prevailed than in the thickest night. . . . They thought
proper to go farther down upon the shore. . . .
There my uncle, laying himself down upon a sail
cloth, which was spread for him, called twice for
some cold water, which he drank, when immediately the flames, preceded by a strong whiff of sulphur,
dispersed the rest of the party, and obliged him to
rise. He raised himself up with the assistance of
two of his servants, and instantly fell down dead;
suffocated, as I conjecture, by some gross and noxious vapour. . . . As soon as it was light again, which
was not till the third day after this melancholy accident, his body was found entire, and without any
marks of violence upon it, in the dress in which he
fell, and looking more like a man asleep than dead.
. . . I will end here, only adding that I have faithfully related to you what I was either an eye-witness of
myself or received immediately after the accident
happened, and before there was time to vary the
truth. You will pick out of this narrative whatever is
most important: for a letter is one thing, a history
another; it is one thing writing to a friend, another
thing writing to the public. Farewell.
from William Melmoth, trans., Letters of Gaius Plinius
Caecilius Secundus (New York: Collier, 1909), 298–302.
Research Options
1. Using Research in Writing Find out about
Pliny the Elder, Pliny the Younger, or Tacitus.
Write a brief biographical sketch of this person.
2. Analyzing Cause and Effect Read more about
Mount Vesuvius. Then create a cause-and-effect
diagram to illustrate your findings.
38 Unit 2, Chapter 6
In-Depth Resources: Unit 2
© McDougal Littell Inc. All rights reserved.
DIFFERENTIATING INSTRUCTION:
Date
CHAPTER
CHAPTER s3ection 2
Gladiator Games
Thumbs up or thumbs down—that
is how a match often ended for a
gladiator (shown in this mosaic battling
a tiger). When one of the combatants
fell, the organizer of the games usually
determined his fate. A thumbs up sign
from him meant that the fighter would
live. Thumbs down meant his death.
The crowd usually played a key role
in these life-and-death decisions. If the
masses liked the fallen gladiator, he
most likely would live to fight another
day. If not, he was doomed.
History in Depth
Gladiator Games
!SKSTUDENTSTOCONSIDERHOWTHE
2OMANSINTERESTINRACINGANDATHLET
ICSREFLECTSTHEIRVALUES(Romans valued strength and power, two qualities
required to win chariot races or
athletic games.)
great temples and public buildings, poor people crowded into rickety, sprawling
tenements. Fire was a constant danger.
To distract and control the masses of Romans, the government provided free
games, races, mock battles, and gladiator contests. By A.D. 250, there were 150
holidays a year. On these days of celebration, the Colosseum, a huge arena that
could hold 50,000, would fill with the rich and the poor alike. The spectacles they
watched combined bravery and cruelty, honor and violence. In the animal shows,
wild creatures brought from distant lands, such as tigers, lions, and bears, fought to
the death. In other contests, gladiators engaged in combat with animals or with each
other, often until one of them was killed.
During this time of Pax Romana, another activity slowly emerged in the Roman
Empire—the practice of a new religion known as Christianity. The early followers
of this new faith would meet with much brutality and hardship for their beliefs.
But their religion would endure and spread throughout the empire, and eventually
become one of the dominant faiths of the world.
SECTION
2
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
scivil war
sJulius Caesar
striumvirate
sAugustus
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What changes do you
3. What factors contributed to the
6. ANALYZING CAUSES What role did Julius Caesar play in
fall of the Roman Republic?
4. What were the main reasons
.
..
Changes in Rome
¡ ¥Dictator claims
sole power¡
¡ ¥¡
¡ ¥¡
for the Romans’ success in
controlling such a large
empire?
5. What measures did the
government take to distract
and control the masses of
Rome?
SECTION 2 ASSESSMENT
(AVESTUDENTSWORKINGROUPSWITHAVOL
UNTEERDIRECTINGEACHGROUPINREVIEWING
THEQUESTIONSANDRESPONSESTOGETHER
Formal Assessment
s3ECTION1UIZP
sPax Romana
USING YOUR NOTES
consider negative? Why?
!33%33
the decline of the republic and the rise of the empire?
7. ANALYZING ISSUES What aspects of Roman society
remained similar from republic to empire?
8. RECOGNIZING EFFECTS What was Augustus’s greatest
contribution to Roman society? Why?
9. WRITING ACTIVITY EMPIRE BUILDING Write a brief
dialogue in which various members of society comment
on conditions in the Roman Empire during the Pax
Romana. Participants might include a senator, a civil
servant, a slave, a merchant, and a former soldier.
CONNECT TO TODAY CREATING A POSTER
Create a poster depicting the sporting events and other forms of entertainment that you enjoy
watching. Include an introductory paragraph that explains what about them appeals to you.
Ancient Rome and Early Christianity 165
RETEACH
!SKSTUDENTSTOCREATEATIMELINEWITH
ENTRIESSHOWINGTHEMAINEVENTSOFTHE
REPUBLICSENDANDTHEFORMATIONOFTHE
2OMAN%MPIRE3TUDENTSMAYUSETHE
TRANSPARENCYTOTRACETHEEMPIRESEXPAN
SIONASTHEYEXTENDTHETIMELINE(AVE
STUDENTSEXPLAINWHYEACHEVENTWAS
IMPORTANTTOTHEGROWINGEMPIRE
Geography Transparencies
s'4%XPANSIONOFTHE2OMAN%MPIRE
b.c.–a.d.
In-Depth Resources: Unit 2
s2ETEACHING!CTIVITYP
ANSWERS
1.CIVILWARPs*ULIUS#AESARPsTRIUMVIRATEPs!UGUSTUSPsPax RomanaP
2. Sample Answer:.EGATIVESˆ)NCREASING
SLAVERYGAPBETWEENRICHANDPOOR
0OSITIVEˆ#HRISTIANITYBEGINS
3. ECONOMICINEQUALITYMILITARYUPHEAVALCIVIL
WARTHERISEOF#AESAR
4. ANEFFICIENTSYSTEMOFGOVERNMENTABLERULERS
STRONGMILITARY
5.PROVIDEDMANYFREEGAMESANDGLADIATOR
CONTESTSANDORGANIZEDMANY
CELEBRATORYHOLIDAYS
6. Possible Answer:#AESARHELPEDRESTOREORDER
THENSEIZEDPOWER(ISOCCUPATIONOF2OME
ANDHISRULEASDICTATOREFFECTIVELYENDED
THEREPUBLIC
7. Possible Answer:WIDEDISPARITYCONTINUED
BETWEENRICHANDPOOR
8.HISSYSTEMOFGOVERNMENTWHICHKEPTTHE
EMPIRESTRONGANDSTABLE
9. Rubric$IALOGUESSHOULD
sFOCUSONTHECHANGESASSOCIATEDWITHTHERISE
OFTHEEMPIRE
s USEDETAILSFROMTHETEXTTOGENERATE
REALISTICCOMMENTS
CONNECT TO TODAY
Rubric0OSTERSSHOULD
s CLEARLYSHOWSPORTINGACTIVITIES
s INCLUDEACONCISEEXPLANATORYPARAGRAPH
s USEPHOTOSARTORREADERSOWNDRAWINGS
Teacher’s Edition
165
CHAPTER s3ection 2
Social History
OBJECTIVE
s $ESCRIBEWHATLIFEINA2OMANVILLA
was like.
&/#53-/4)6!4%
7*%&0
"ODJFOU3PNF
5IF3JTFPG
"QBSUNFOUT
Life in a Roman Villa
Much of what we know about Roman homes comes from archaeological
excavations of the ancient cities of Pompeii and Herculaneum. In A.D. 79,
Pompeii and Herculaneum were buried in volcanic ash by a tremendous
eruption of Mount Vesuvius. The illustration you see here is modeled after a
home in Pompeii. Notice the rich artwork and refined architecture of this home.
RESEARCH WEB LINKS Go online for
more on life in a Roman villa.
TThe Villa
Very few Romans could afford to
live in such luxury, but those who
could left a legacy that still
inspires wonder.
Ask students to compare and contrast
life in a Roman villa with life in the
typical American home today. (Possible
Answers: Homeowners still welcome
visitors, stock kitchens with cooking
supplies, decorate their walls, and often
have yards. Time-saving devices, such
as dishwashers, have replaced servants
in most homes.)
).3425#4
Critical Thinking
s (OWDOESATYPICALVILLAMEALCOMpare to a typical meal today? (Possible
Answer: Today’s meals are smaller
and usually include fewer courses.)
s #ONSIDERTHERISKSOFLIVINGNEAR
Vesuvius. How have the dangers
changed since Roman times? (They are
growing. The volcano is erupting more
frequently and there are many more
people living near it.)
1
3
2
1 Center of Activity
Owners of such villas were
usually noted citizens, and their
homes had frequent visitors.
3 Kitchen Well-stocked
2 Entrance Hall
Beautiful floor
mosaics sometimes decorated the
villa’s entrance. Skilled artisans
created the intricate designs like the
one shown in the entry of this home.
kitchens kept family members
and guests well fed. A dinner
from this kitchen might consist
of eggs, vegetables, shellfish,
meat, cakes, and fruit.
166 Chapter 6
RECOMMENDED RESOURCES
Books
Videos and Software
McKay, Alexander Gordon. Houses, Villas, and
Palaces in the Roman World. Reprint ed.
Baltimore: Johns Hopkins UP, 1998. Describes
many types of Roman homes, with illustrations of
plans and reconstructions.
The Roman Empire in Northern Europe. VHS.
Ambrose Video, 1999. 800-526-4663.
Shelton, Jo-ann. As the Romans Did: A
Sourcebook in Roman Social History. Oxford:
Oxford UP, 1997. Included in this volume are
aspects of Roman family life, housing, education,
entertainment, and religion.
166
Chapter 6
Romans. CD-ROM. Films for the Humanities &
Sciences, 1997. 800-257-5126. This remarkable
CD-ROM is packed with pictures, videos, talking characters, and animations introducing life in
Roman times.
CHAPTER s3ection 2
Pompeii
s Of the 10,000 to 20,000
people who lived in Pompeii,
only 2,000 bodies have been
uncovered.
s About three-fourths
of the city
has been excavated.
Mount Vesuvius
s Scientists believe there may
be a reservoir of magma 400
kilometers (about 249 miles)
wide sitting below Mount
Vesuvius.
SFrescoes
A fresco is a painting made on damp plaster. Roman artists used
this technique to brighten the walls of Roman homes. This fresco
from the ruins of Pompeii reflects a couple’s pride at being able
to read and write—she holds tools for writing and he a scroll.
s Today, in the first 15 minutes
of a medium-to-large-scale
eruption, an area within a
4-mile radius of the volcano
could be destroyed—about 1
million people live and work
in this area.
4 Gardens
3
A.D. 1-500
Pompeii appealed to wealthy Romans
for many reasons. It had a warm and
pleasant climate. It was located along
the Mediterranean, with a port for access
to trade goods. The surrounding fertile
landscape produced fine vegetables and
other foods. Pompeii’s own industries
also produced luxury items such as perfume. In addition, Pompeii boasted city
amenities such as a theater, gladiators’
court, and three public baths.
Electronic Library of Primary Sources
sh7ALL)NSCRIPTIONSFROM0OMPEIIv
5
501-1000
Years
4
Pompeii and Mount Vesuvius
The city had a long history with Mount
Vesuvius. In fact, its streets were paved
with lava blocks. Still, despite several
eruptions in a.d. 62 or 63, residents
were unprepared for the huge eruption
of a.d. 79.
Number of Major
Recorded Volcanic Eruptions
Wealthy
Romans maintained
gardens decorated with
fountains, sculptures,
and frescoes.
More About . . .
2
1001-1500
20+
1501-2000*
0
5
10
15
20
Number of Eruptions
* The last eruption occurred in 1944.
Source: Encyclopaedia Britannica
S
Archaeological
Excavation
When Mount Vesuvius
erupted, ash rained down,
covered everything, and
hardened. Bread (shown
above) carbonized in the
bakeries. Bodies decayed
under the ash leaving
hollow spaces. An
archaeologist developed
the technique of pouring
plaster into the spaces
and then removing the
ash. The result was a cast
of the body where it fell.
1. Making Inferences What other types
of rooms or activities can you identify
in the illustration?
See Skillbuilder Handbook, page R10.
2. Comparing and Contrasting How
are homes today similar to a Roman
villa? How are they different?
167
CONNECT TO TODAY:
ANSWERS
1. Making Inferences
Possible Answers: Other rooms are bedrooms, central hall, and sitting
rooms. Activities include cooking and cleaning.
2. Comparing and Contrasting
Possible Answer: Most homes today have kitchens where food is
stored and prepared. Homes often have gardens or yards, and many
homeowners hang pictures and other items to decorate their walls.
The many open rooms of a Roman villa are echoed by the open
arrangements of today’s homes. One the the biggest differences in
homes today are the indoor plumbing and bathrooms. Also, interior
courtyards are not as common today as they were in Roman times.
Teacher’s Edition
167
LESSON PLAN
3
OBJECTIVES
s 3UMMARIZETHELIFEOF*ESUS
s 4RACETHESPREADOF#HRISTIANITYINTHE
2OMAN%MPIRE
The Rise of Christianity
s !NALYZE#HRISTIANITYSAPPEAL
MAIN IDEA
FOCUS & MOTIVATE
RELIGIOUS AND ETHICAL
SYSTEMS #HRISTIANITYAROSEIN
2OMANOCCUPIED*UDEAAND
SPREADTHROUGHOUTTHE2OMAN
%MPIRE
4ELLSTUDENTSTHAT#HRISTIANITYAROSEDURING
2OMANTIMES!SKHOWCOMMONTHISFAITH
ISTODAYINTHE53ANDTHERESTOFTHE
WORLD(Possible Answer: extremely
common and prevalent in the U.S. and
in large parts of the world)
s
s
s
s
*ESUS
APOSTLE
0AUL
$IASPORA
s
s
s
s
#ONSTANTINE
BISHOP
0ETER
POPE
The Life and Teachings of Jesus
The Life and Teachings
of Jesus
s (OWWERE*ESUSTEACHINGSATODDS
WITH2OMANVALUESANDRELIGIOUSIDEAS
(taught love and acceptance rather
than strength and power; taught monotheism vs. worship of many gods)
s 7HYMIGHTTHE2OMANSHAVEFELTTHREAT
ENEDBY*ESUS(He was popular; he
preached to the poor and powerless.)
#HRISTIANITYHASSPREAD
THROUGHOUTTHEWORLDAND
TODAYHASMORETHANABILLION
FOLLOWERS
TERMS & NAMES
SETTING THE STAGE While religion played an important role in Roman
society, the worship of Roman gods was impersonal and often practiced without
a great deal of emotion. As the empire grew, so, too, did a new religion called
Christianity. Born as a movement within Judaism, it emphasized a personal
relationship between God and people—and attracted many Romans.
INSTRUCT
Critical Thinking
WHY IT MATTERS NOW
TAKING NOTES
Use the graphic organizer
online to take notes on
the events that led to the
spread of Christianity.
Roman power spread to Judea, the home of the Jews, around 63 B.C. At first the
Jewish kingdom remained independent, at least in name. Rome then took control
of the Jewish kingdom in A.D. 6 and made it a province of the empire. A number
of Jews, however, believed that they would once again be free. According to
biblical tradition, God had promised that a savior known as the Messiah would
arrive and restore the kingdom of the Jews. Roughly two decades after the
beginning of Roman rule, many believed that such a savior had arrived.
Pictured Above:
(L) Roman
Amphitheater
of Pula:
Arcades;
(R) The Court
of Theodora,
6th century
Jesus of Nazareth Although the exact date is uncertain, historians estimate that
sometime around 6 to 4 B.C., a Jew named Jesus was born in Bethlehem in Judea.
Historical records of the time mention very little about Jesus. The main source
of information about his life and teachings is the Gospels, the first four books of
the New Testament of the Christian Bible. According to the Gospels, Jesus was
raised in the village of Nazareth in northern Judea. He was baptized by a prophet
known as John the Baptist. As a young man, he took up the trade of carpentry.
At the age of 30, Jesus began his public ministry. For the next three years, he
preached, taught, did good works, and reportedly performed miracles. His teachings contained many ideas from Jewish tradition, such as monotheism, or belief
in only one God, loving others, and the principles of the Ten Commandments.
Jesus emphasized God’s personal relationship to each human being. He stressed
the importance of people’s love for God, their neighbors, their enemies, and even
themselves. He also taught that God would end wickedness in the world and
would establish an eternal kingdom after death for people who sincerely repented
their sins. (Refer to pages 286–287 for more about Christianity.)
In-Depth Resources: Unit 2
s'UIDED2EADINGPALSOIN3PANISH
A Growing Movement Some of the Gospels are thought to have been written
by one or more of Jesus’ disciples, or pupils. These 12 men later came to be
called apostles.
168 Chapter 6
SECTION 3 PROGRAM RESOURCES
ALL STUDENTS
STRUGGLING READERS
In-Depth Resources: Unit 2
s'UIDED2EADINGP
Formal Assessment
s3ECTION1UIZP
In-Depth Resources: Unit 2
s'UIDED2EADINGP
s"UILDING6OCABULARYP
s2ETEACHING!CTIVITYP
Guided Reading Workbook
s3ECTION
ENGLISH LEARNERS
In-Depth Resources in Spanish
s'UIDED2EADINGP
Spanish/English Guided Reading Workbook
s3ECTION
168
Chapter 6
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 2
s0RIMARY3OURCEFROMEmperor Galerius’ Edict of
Toleration,P
Electronic Library of Primary Sources
sFROMTHE'OSPEL!CCORDINGTO-ATTHEWINTHE"IBLE
INTEGRATED TECHNOLOGY
Student One Stop
Teacher One Stop
s0OWER0RESENTATIONS
Electronic Library of Primary Sources
sFROMTHE'OSPEL!CCORDINGTO-ATTHEWINTHE"IBLE
CHAPTER s3ection 3
As Jesus preached from town to town, his fame grew. He attracted large crowds,
and many people were touched by his message. Because Jesus ignored wealth and
status, his message had special appeal to the poor. “Blessed are the meek, for they
shall inherit the earth,” he said. His words, as related in the Gospels, were simple
and direct:
More About . . .
PRIMARY SOURCE
Love your enemies, do good to those who hate you, bless those who curse you, and
pray for those who mistreat you. If anyone hits you on the cheek, let him hit the other
one too; if someone takes your coat, let him have your shirt as well. Give to everyone
who asks you for something, and when someone takes what is yours, do not ask for it
back. Do for others just what you want them to do for you.
The Life of Jesus
The only real sources about the life and
teachings of Jesus are the Gospels of the
New Testament. Mark (written a.d. 60–80)
is the earliest gospel. Matthew, Luke, and
John (written a.d. 75–90) are later. More
evidence about the life of Jesus can be
found in the letters of Paul, which were
written in a.d. 50 and are the earliest
surviving Christian texts. The Gospels of
Matthew, Mark, and Luke agree so closely
with one another that the texts can be
studied together in parallel columns
called a synopsis. They are, therefore,
called the Synoptic Gospels.
Luke 6:27–31
Jesus’ Death Jesus’ growing popularity concerned Roman leaders. According
A. Possible Answer
He did good works,
preached the word
of God, rose after
death.
Hypothesizing
Why did the
followers of Jesus
think he was the
Messiah?
to the New Testament, when Jesus visited Jerusalem about A.D. 29, enthusiastic
crowds greeted him as the Messiah, or king—the one whom the Bible had said
would come to rescue the Jews. The Roman governor Pontius Pilate accused Jesus
of defying the authority of Rome. Pilate arrested Jesus and sentenced him to be
crucified, or nailed to a large wooden cross to die like thousands of other opponents of Rome.
After Jesus’ death, his body was placed in a tomb. According to the Gospels,
three days later his body was gone, and a living Jesus began appearing to his followers. The Gospels go on to say that then he ascended into heaven. The apostles
were more convinced than ever that Jesus was the Messiah. It was from this belief
that Jesus came to be referred to as Jesus Christ. Christos is a Greek word meaning
“messiah” or “savior.” The name Christianity was derived from “Christ.”
Christianity Spreads Through the Empire
Strengthened by their conviction that he had triumphed over death, the followers of
Jesus continued to spread his ideas. Jesus’ teachings did not contradict Jewish law, and
his first followers were Jews. Soon, however, these followers began to create a new
religion based on his messages. Despite political and religious opposition, the new
religion of Christianity spread slowly but steadily throughout the Roman Empire.
TChrist’s Charge
to Saint Peter
by Renaissance artist Raphael depicts
Jesus calling the
apostle Peter to
duty as the other
apostles look on.
Christianity Spreads Through
the Empire
Critical Thinking
s 7HYWASTHEAPOSTLE0AULSOIMPORTANT
to the spread of Christianity? (Paul
traveled widely and interpreted
Jesus’ teachings in ways that distinguished them from Jewish law by
eliminating some Jewish practices,
which made the religion more accessible
to non-Jews.)
s 7HYDOYOUTHINK#HRISTIANPERSECUTION
rose as the Pax Romana crumbled?
(Possible Answer: The worse Rome’s
problems were, the more leaders
needed a scapegoat.)
169
DIFFERENTIATING INSTRUCTION:
GIFTED AND TALENTED STUDENTS
Exploring Primary Sources
Class Time 20 minutes
Task Understanding Jesus as a teacher
Purpose To learn about Jesus’ use of parables
Instructions Tell students that Jesus often used everyday situations and
told stories called parables to teach moral lessons. The parable of the
prodigal (wasteful) son tells about a young man who leaves home and
spends all his inheritance. After living in poverty, the young man returns
to ask his father’s forgiveness. He is welcomed home with open arms.
Through the parable, Jesus taught that God’s love could overcome sin.
Ask students to find examples of other parables: the two builders and
the two foundations (Matthew 7:24–27); the sower and the soils (Matthew
13:3–8); the good Samaritan (Luke 10:30–37). Have them summarize the
parables and discuss Jesus’ use of commonplace events
to make his points.
Electronic Library of Primary Sources
sFROMTHE'OSPEL!CCORDINGTO-ATTHEWINTHE"IBLE
Teacher’s Edition
169
CHAPTER s3ection 3
Paul’s Mission One man, the apostle Paul, had enormous influence on
Christianity’s development. Paul was a Jew who had never met Jesus and at first
was an enemy of Christianity. While traveling to Damascus in Syria, he reportedly had a vision of Christ. He spent the rest of his life spreading and interpreting
Christ’s teachings.
The Pax Romana, which made travel and the exchange of ideas fairly safe, provided the ideal conditions for Christianity to spread. Common languages—Latin
and Greek—allowed the message to be easily understood. Paul wrote influential letters, called Epistles, to groups of believers. In his teaching, Paul stressed
that Jesus was the son of God who died for people’s sins. He also declared that
Christian converts were not obligated to follow Jewish law. It was this universality
that enabled Christianity to become more than just a local religion.
Global Impact
The Jewish Diaspora
The movement of Jews into Europe and
other parts of the world occurred over
centuries. Ask students to research such
topics as the leader Judas Maccabee,
the siege of Masada, the development
of Yiddish language, the Jewish calendar, the building of synagogues, or the
Bar Kohkba Revolt. Direct students to
references such as A Historical Atlas of
the Jewish People from the Times of
the Patriarchs to the Present, ed. by Eli
Barnavi (Knopf, 1992).
Vocabulary Note: Word Origins
The term scapegoat comes from the
Old Testament, or Hebrew Bible. Aaron
confessed the Israelites’ sins over a
goat, then sent the goat to carry the sins
away symbolically.
Jewish Rebellion During the early years of Christianity, much Roman attention was focused on the land of Jesus’ birth and on the Jews. In A.D. 66, a band
of Jews rebelled against Rome. In A.D. 70, the Romans Mediterranean
Sea
stormed Jerusalem and destroyed the Temple complex. All that
GALILEE
remained was a western portion of the wall, which today is the
Jerusalem
JUDEA
holiest Jewish shrine. The Jewish fortress near Masada (see
Dead
Masada
7*%&0
Sea
map at right) held out until A.D. 73. About a half million Jews
+FTVTh+FSVTBMFN
were killed in the course of this rebellion.
The Jews made another attempt to break free of the
Romans in A.D. 132. Another half-million Jews died in three
years of fighting. Although the Jewish religion survived, the
Jewish political state ceased to exist for more than 1,800
The Jewish Diaspora
years. Most Jews were driven from their homeland into
Centuries of Jewish exile followed
exile. This dispersal of the Jews is called the Diaspora.
the destruction of their temple and
the fall of Jerusalem in a.d. 70. This
period is called the Diaspora, from
the Greek word for “dispersal.” Jews
fled to many parts of the world,
including Europe.
In the 1100s, many European Jews
were expelled from their homes.
Some moved to Turkey, Palestine,
and Syria. Others went to Poland
and neighboring areas.
The statelessness of the Jews
did not end until the creation of
Israel in 1948.
A World Religion
DIFFERENTIATING INSTRUCTION:
Despite persecution of its followers, Christianity became a powerful force. By the
late third century A.D., there were millions of Christians in the Roman Empire and
beyond. The widespread appeal of Christianity was due to a variety of reasons.
Christianity grew because it
sEMBRACEDALLPEOPLEˆMENANDWOMENENSLAVEDPERSONSTHEPOORANDNOBLES
sGAVEHOPETOTHEPOWERLESS
sAPPEALEDTOTHOSEWHOWEREREPELLEDBYTHEEXTRAVAGANCESOFIMPERIAL2OME
sOFFEREDAPERSONALRELATIONSHIPWITHALOVING'OD
sPROMISEDETERNALLIFEAFTERDEATH
170 Chapter 6
ENGLISH LEARNERS
Using an Outline to Take Notes
Class Time 30 minutes
Task Creating an outline to organize difficult information
Purpose To use an outline to record information on the
rise of Christianity
Instructions To help students keep track of the history
presented on these pages, have them use an outline to
record information. Tell students to organize their outline
using the headings and subheadings on pp. 169–172 and
to add main ideas and details (as in italics in example at
right).
170
Chapter 6
lem for Roman rulers. The main reason was that they refused
to worship Roman gods. This refusal was seen as opposition
to Roman rule. Some Roman rulers also used Christians as
scapegoats for political and economic troubles.
By the second century, as the Pax Romana began to
crumble, persecution of the Christians intensified. Romans
exiled, imprisoned, or executed Christians for refusing to
worship Roman deities. Thousands were crucified, burned,
or killed by wild animals in the circus arenas. Other
Christians and even some non-Christians regarded persecuted Christians as martyrs. Martyrs were people willing to
sacrifice their lives for the sake of a belief or a cause.
A World Religion
Critical Thinking
s 7HYDOYOUTHINKCHURCHLEADERSCOULD
not agree about the new religion?
(Possible Answer: interpretations
varied; leaders wanted power)
s %XPLAINHOWESTABLISHINGACHURCH
structure helped Christianity spread.
(People gained access to church
teachings more easily.)
Persecution of the Christians Christians also posed a prob-
I. The Life and Teachings of Jesus
A. Jesus of Nazareth
1. born around 6–4 B. C. in Bethlehem in Judea
2. raised in Nazareth; was a carpenter
3.
4.
B. A Growing Movement
C. JesusÕ Death
II. Christianity Spreads Through the Empire
A. PaulÕs Mission
Vocabulary
Scapegoats are
groups or individuals that innocently
bear the blame for
others.
B. Answer It
embraced all
people, gave hope
to powerless, and
appealed to those
who were repelled
by Roman
extravagances.
Making
Inferences
Why were
the citizens of the
Roman Empire
so drawn to
Christianity?
Spread of Christianity in the Roman World to A.D. 500
CHAPTER s3ection 3
40°E
0°
North
Sea
BRITAIN
R
ne R
hi
Christian areas, 325
Additional Christian areas, 500
Boundary of Roman Empire, 395
.
Dan
u b e R.
ATLANTIC
OCEAN
Interpreting the Map
Ask students where Christianity developed first. (near the most populated
areas) Have them study the geographic
barriers to travel such as mountains,
rivers, and oceans. Discuss why
Christianity’s spread so closely paralleled
the empire’s boundaries. (Missionaries
used the empire’s roads and trade routes
to travel to distant places.)
GAUL
Ca
spia
B l ac k S e a
ITALY
Rome
Constantinople
a
n Se
SPAIN
Nicaea
40°N
GREECE
Med
Hippo
0
History from Visuals
iter
ran
ARMENIA
ANATOLIA
Corinth
ea
Antioch
n
SYRIA
Sea
500 Miles
JUDEA
0
Jerusalem
1,000 Kilometers
Extension Have students write a sentence summarizing the map’s information. (Possible Answer: From 325 to 500,
Christianity developed first in the major
cities, then spread outward to reach
every province of the Roman Empire.)
Alexandria
an
rsi
Pe
Nile R.
EGYPT
Gu
lf
Re
d
GEOGRAPHY SKILLBUILDER: Interpreting Maps
Se
1. Location Where was Christianity most widespread in a.d. 325?
2. Region What was the extent (north to south, east to west) of
Christianity’s spread by a.d. 500?
a
SKILLBUILDER Answers
Constantine Accepts Christianity A critical moment in Christianity occurred
in A.D. 312, when the Roman emperor Constantine was fighting three rivals for
1. Location Anatolia
2. Region Britain to the north, Egypt
to the south, Spain to the west, and
Armenia to the east
leadership of Rome. He had marched to the Tiber River at Rome to battle his chief
rival. On the day before the battle at Milvian Bridge, Constantine prayed for divine
help. He reported that he then saw an image of a cross—a symbol of Christianity.
He ordered artisans to put the Christian symbol on his soldiers’ shields. Constantine
and his troops were victorious in battle. He credited his success to the help of the
Christian God.
In the next year, A.D. 313, Constantine announced an end to the persecution of
Christians. In the Edict of Milan, he declared Christianity to be one of the religions approved by the emperor. Christianity continued to gain strength. In 380, the
emperor Theodosius made it the empire’s official religion.
Vocabulary
A hierarchy is a
group of persons
organized in order
of ranks, with each
level subject to the
authority of the one
above.
More About . . .
Constantine
Constantine was among the first rulers in
the Western world to champion religious
equality. The Edict of Milan guaranteed
all citizens of the empire the right to
worship as they chose.
Early Christian Church By this time, Christians had given their religion a structure, much as the Roman Empire had a hierarchy. At the local level, a priest led
each small group of Christians. A bishop, who was also a priest, supervised several local churches. The apostle Peter had traveled to Rome from Jerusalem and
became the first bishop there. According to tradition, Jesus referred to Peter as the
“rock” on which the Christian Church would be built. As a result, all priests and
bishops traced their authority to him.
Eventually, every major city had its own bishop. However, later bishops of Rome
claimed to be the heirs of Peter. These bishops said that Peter was the first pope,
the father or head of the Christian Church. They said that whoever was bishop of
Rome was also the leader of the whole Church. Also, as Rome was the capital of
the empire, it seemed the logical choice to be the center of the Church.
Constantine also supported the Christian
Church generously, giving huge estates
and funding construction of great cathedrals. Eastern Orthodox Churches regard
him as a saint.
In-Depth Resources: Unit 2
s0RIMARY3OURCEFROM Emperor Galerius’
Ancient Rome and Early Christianity 171
DIFFERENTIATING INSTRUCTION:
Edict of Toleration, p. 36
STRUGGLING READERS
Creating an Organizational Chart
the pope
Class Time 20 minutes
Task Organizing information about the early Christian Church in a chart
Purpose To use visual aids to learn how early Christians organized their
new religion
Instructions Have students work in small groups to construct an organization chart of the Church, based on the description in the text. Charts
should show the pope at the top, supported by a row of bishops, who
oversee the more numerous local priests, who minister to the people.
Students should label each box clearly and list the basic function of each
level in the hierarchy.
priests
bishops
bishops
bishops
priests
priests
priests
priests
the people
Teacher’s Edition
171
CHAPTER s3ection 3
A Single Voice As Christianity grew, disagreements about beliefs developed
More About . . .
among its followers. Church leaders called any belief that appeared to contradict
the basic teachings a heresy. Dispute over beliefs became intense. In an attempt to
end conflicts, Church leaders tried to set a single, official standard of belief. These
beliefs were compiled in the New Testament, which contained the four Gospels,
the Epistles of Paul, and other documents. The New Testament was added to the
Hebrew Bible, which Christians called the Old Testament. In A.D. 325, Constantine
moved to solidify further the teachings of Christianity. He called Church leaders
to Nicaea in Anatolia. There they wrote the Nicene Creed, which defined the basic
beliefs of the Church.
Augustine
!UGUSTINEGREWUPWITHA#HRISTIAN
MOTHERANDAPAGANNON#HRISTIAN
FATHER(EEXPLOREDBOTHVIEWSBEFORE
COMMITTINGTO#HRISTIANITY!UGUSTINES
VIEWTHAT'ODISPRESENTINEVERY
PERSONSSOULREFLECTSTHEINFLUENCEOF
'REEKPHILOSOPHERS(OWEVER!UGUSTINE
ALSOBELIEVEDTHATONLYSOMEPEOPLEWILL
RECEIVE'ODSGRACE4HISIDEABECAME
FUNDAMENTALINLATER#HRISTIANSECTSSUCH
AS#ALVINISMAND,UTHERANISM
The Fathers of the Church Also influential in defining Church teachings were
several early writers and scholars who have been called the Fathers of the Church.
One of the most important was Augustine, who became bishop of the city of Hippo
in North Africa in 396. Augustine taught that humans needed the grace of God to
be saved. He further taught that people could not receive God’s grace unless they
belonged to the Church and received the sacraments.
One of Augustine’s most famous books is The City of God. It was written after
Rome was plundered in the fifth century. Augustine wrote that the fate of cities
such as Rome was not important because the heavenly city, the city of God, could
never be destroyed:
PRIMARY SOURCE
The one consists of those who live by human standards, the other of those who
live according to God’s will. . . . By two cities I mean two societies of human
beings, one of which is predestined to reign with God for all eternity, the other is
doomed to undergo eternal punishment with the Devil.
AUGUSTINE, The City of God
0AIRSTUDENTSTOQUIZEACHOTHERONTHE
QUESTIONS(AVESTUDENTSTAKETURNS
ASKINGANDANSWERINGQUESTIONS
Formal Assessment
s3ECTION1UIZP
3
SECTION
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
sJesus
sapostle
sPaul
sDiaspora
sConstantine
7RITETHEFOLLOWINGHEADINGSONTHE
BOARD2OMAN%MPIRE#HRISTIAN-ESSAGE
AND#HURCH/RGANIZATION!SKSTUDENTS
TOGIVETWOORTHREEEXAMPLESSHOWING
HOWEACHELEMENTHELPED#HRISTIANITY
BECOMEAMAJORWORLDRELIGIONINONLY
AFEWCENTURIES
In-Depth Resources: Unit 2
s2ETEACHING!CTIVITYP
sbishop
sPeter
spope
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What event do you think had
3. What did Jesus emphasize in
6. HYPOTHESIZING Do you think Christianity would have
the biggest impact? Explain.
his early teachings?
4. Why did the early Christians
RETEACH
Analyzing Primary
Sources
Why would
Augustine write his
book after Rome
had been attacked?
While Christianity continued its slow but steady rise, the Roman Empire itself
was gradually weakening. Under the weight of an increasing number of both foreign
and domestic problems, the mighty Roman Empire eventually began to crumble.
!33%33
SECTION 3 ASSESSMENT
C. Possible
Answer He
wanted to comfort
the Romans by
reminding them
that there was an
eternal city that
would never be
destroyed.
Rome takes
over Jewish
kingdom.
developed in the same way if it had arisen in an area
outside the Roman Empire? Explain.
face persecution from the
Romans?
7. FORMING AND SUPPORTING OPINIONS Who did more to
5. What was the importance of
8. ANALYZING ISSUES Why do you think Roman leaders so
the Nicene Creed?
spread Christianity—Paul or Constantine? Why?
opposed the rise of a new religion among their subjects?
9. WRITING ACTIVITY RELIGIOUS AND ETHICAL SYSTEMS
Imagine you are a resident of Judea during the time of
Jesus. Write a letter to a friend in Rome describing Jesus
and his teachings.
CONNECT TO TODAY OUTLINING A SPEECH
Locate a recent speech by the pope or the leader of another Christian church and outline its
main ideas. Then read some of the speech to the class and discuss its main points.
172 Chapter 6
ANSWERS
1. *ESUSPsAPOSTLEPs0AULPs$IASPORAPs#ONSTANTINEPsBISHOPPs0ETERPsPOPEP
2. Sample Answer:*ESUSOF.AZARETH
BIGGESTIMPACT*ESUSDEATH0AULS
MISSION#ONSTANTINE
3.'ODSPERSONALRELATIONSHIPTOEACHPERSON
IMPORTANCEOFPEOPLESLOVEFOR'ODTHEIR
NEIGHBORSTHEIRENEMIESANDTHEMSELVES
'ODWOULDOFFERETERNALLIFETOTHOSEWHO
REPENTEDTHEIRSINS
4. REFUSALTOWORSHIP2OMANGODSUSEDBYSOME
2OMANRULERSASSCAPEGOATSFORPOLITICALAND
ECONOMICTROUBLES
172
Chapter 6
5.)TDEFINEDTHE#HURCHSBASICBELIEFS
6. Possible Answer:4HE2OMAN%MPIREWASWELL
ORGANIZEDWITHGOODROADSANDACTIVETRADE
SOTHENEWRELIGIONCOULDSPREADEASILY/THER
AREASWEREMOREISOLATED
7. Possible Answer:0AULˆ#ARRIEDTHEMESSAGE
THROUGHOUTTHEEMPIREWELCOMED'ENTILES
#ONSTANTINEˆ%NDEDPERSECUTION
8. Possible Answer:4HEYFEAREDTHATITWOULD
LEADTOREBELLION
9. Rubric ,ETTERSSHOULD
s BECLEARLYWRITTEN
s HIGHLIGHTTHEMAINPOINTSOF*ESUSTEACHINGS
CONNECT TO TODAY
Rubric/UTLINESSHOULD
s LISTTHESPEECHSMAINPOINTS
s BELOGICALLYORGANIZED
s INCLUDEFACTSANDDETAILSTOSUPPORTTHE
MAINIDEAS
LESSON PLAN
4
OBJECTIVES
The Fall of the Roman Empire
MAIN IDEA
EMPIRE BUILDING )NTERNAL
PROBLEMSANDINVASIONSSPURRED
THEDIVISIONANDDECLINEOFTHE
2OMAN%MPIRE
Pictured Above:
(L) Roman
Amphitheater
of Pula:
Arcades;
(R) The Court
of Theodora,
6th century
WHY IT MATTERS NOW
4HEDECLINEANDFALLOFGREAT
CIVILIZATIONSISAREPEATING
PATTERNINWORLDHISTORY
TERMS & NAMES
s INFLATION
s MERCENARY
s $IOCLETIAN
s #ONSTANTINOPLE
s !TTILA
They came both from within the empire and from outside. Only drastic economic,
military, and political reforms, it seemed, could hold off collapse.
A Century of Crisis
Rome’s Economy Weakens During the third century A.D., several factors
prompted the weakening of Rome’s economy. Hostile tribes outside the boundaries of the empire and pirates on the Mediterranean Sea disrupted trade. Having
reached their limit of expansion, the Romans lacked new sources of gold and
silver. Desperate for revenue, the government raised taxes. It also started minting coins that contained less and less silver. It hoped to create more money with
the same amount of precious metal. However, the economy soon suffered from
inflation, a drastic drop in the value of money coupled with a rise in prices.
Agriculture faced equally serious problems. Harvests in Italy and western
Europe became increasingly meager because overworked soil had lost its fertility. What’s more, years of war had destroyed much farmland. Eventually, serious
food shortages and disease spread, and the population declined.
s $ESCRIBETHEREFORMSOF$IOCLETIAN
AND#ONSTANTINE
s 4RACETHEFALLOFTHE7ESTERN
2OMAN%MPIRE
FOCUS & MOTIVATE
!SKSTUDENTSHOWPEOPLERESPONDTODAY
TODIFFICULTECONOMICTIMESORPOLITICAL
INSTABILITY(Possible Answers: with
pessimism and anxiety, sometimes
anger or blame; many retreat into
family concerns)
SETTING THE STAGE In the third century A.D., Rome faced many problems.
Historians generally agree that the end of the reign of the emperor Marcus
Aurelius (A.D. 161–180) marked the end of two centuries of peace and prosperity
known as the Pax Romana. The rulers that followed in the next century had little
or no idea of how to deal with the giant empire and its growing problems. As a
result, Rome began to decline.
s 3UMMARIZETHEDECLINEOFTHE
2OMAN%MPIRE
TAKING NOTES
Use the graphic organizer
online to take notes
on what caused the
problems facing the
Roman Empire.
Military and Political Turmoil By the third century A.D., the Roman military
INSTRUCT
A Century of Crisis
Critical Thinking
s 7HICHISLIKELYTOBEMOREIMPORTANTIN
THEDECLINEOFTHE2OMAN%MPIRETHE
ECONOMYORTHEMILITARY(most probably the economy because it affected
how soldiers were paid)
s (OWMIGHTSOLDIERSWITHLIMITEDLOYALTY
BEHAVEINAMILITARYCRISIS(They might
desert or even switch sides.)
In-Depth Resources: Unit 2
s'UIDED2EADINGPALSOIN3PANISH
was also in disarray. Over time, Roman soldiers in general had become less
disciplined and loyal. They gave their allegiance not to Rome but to their commanders, who fought among themselves for the throne. To defend against the
increasing threats to the empire, the government began to recruit mercenaries,
foreign soldiers who fought for money. While mercenaries would accept lower
pay than Romans, they felt little sense of loyalty to the empire.
Feelings of loyalty eventually weakened among average citizens as well. In the
past, Romans cared so deeply about their republic that they willingly sacrificed their
lives for it. Conditions in the later centuries of the empire caused citizens to lose
their sense of patriotism. They became indifferent to the empire’s fate.
Ancient Rome and Early Christianity 173
SECTION 4 PROGRAM RESOURCES
ALL STUDENTS
STRUGGLING READERS
In-Depth Resources: Unit 2
s'UIDED2EADINGP
s3KILLBUILDER0RACTICE3UMMARIZINGP
Formal Assessment
s3ECTION1UIZP
In-Depth Resources: Unit 2
s'UIDED2EADINGP
s"UILDING6OCABULARYP
s3KILLBUILDER0RACTICE3UMMARIZINGP
s2ETEACHING!CTIVITYP
Guided Reading Workbook
s3ECTION
ENGLISH LEARNERS
In-Depth Resources in Spanish
s'UIDED2EADINGP
s3KILLBUILDER0RACTICE3UMMARIZINGP
Spanish/English Guided Reading Workbook
s3ECTION
GIFTED AND TALENTED STUDENTS
Electronic Library of Primary Sources
sFROMAgricola;FROMTHESatyricon
INTEGRATED TECHNOLOGY
Student One Stop
Teacher One Stop
s0OWER0RESENTATIONS
Electronic Library of Primary Sources
sFROMAgricola
sFROMTHESatyricon
In-Depth Resources: Unit 2
s0RIMARY3OURCE$INNERWITH!TTILATHE(UNP
Teacher’s Edition
173
CHAPTER s3ection 4
Emperors Attempt Reform
Remarkably, Rome survived intact for another 200 years. This was due largely to
reform-minded emperors and the empire’s division into two parts.
Diocletian Reforms the Empire In A.D. 284, Diocletian, a strong-willed army
leader, became the new emperor. He ruled with an iron fist and severely limited
personal freedoms. Nonetheless, he restored order to the empire and increased its
strength. Diocletian doubled the size of the Roman army and sought to control
inflation by setting fixed prices for goods. To restore the prestige of the office of
emperor, he claimed descent from the ancient Roman gods and created elaborate
ceremonies to present himself in a godlike aura.
Diocletian believed that the empire had grown too large and too complex for one
ruler. In perhaps his most significant reform, he divided the empire into the Greekspeaking East (Greece, Anatolia, Syria, and Egypt) and the Latin-speaking West
(Italy, Gaul, Britain, and Spain). He took the eastern half for himself and appointed
a co-ruler for the West. While Diocletian shared authority, he kept overall control.
His half of the empire, the East, included most of the empire’s great cities and trade
centers and was far wealthier than the West.
Because of ill health, Diocletian retired in A.D. 305. However, his plans for orderly
succession failed. Civil war broke out immediately. By 311, four rivals were competing for power. Among them was an ambitious young commander named Constantine,
the same Constantine who would later end the persecution of Christians.
Emperors Attempt Reform
Critical Thinking
s 7HYDIDTHEEMPIRECONTINUETO
fail despite Diocletian’s reforms and
effective rule? (Possible Answer: Too
much depended on his iron-fisted
rule; the empire’s problems had spread
too widely.)
s (OWDOESCONTROLOF"YZANTIUMOFFER
trade and defensive advantage to
CULTURESONTHE"LACK3EA(is the only
passage to the Mediterranean; can
provide or deny sea access to cultures
on the Black Sea)
Constantine Moves the Capital Constantine gained control of the western part
of the empire in A.D. 312 and continued many of the social and economic policies
History from Visuals
Multiple Causes: Fall of the Western Roman Empire
Interpreting the Chart
Contributing Factors
Have students choose the factor from
each column that they believe had the
most impact. Ask them to explain and
support their choices.
Political
Extension Have students write a short
statement linking one factor to the
Western Roman Empire’s decline.
Social
Military
s$ECLINEININTERESTIN
PUBLICAFFAIRS
s0OORHARVESTS
s$ISRUPTIONOFTRADE
s4HREATFROMNORTHERN
%UROPEANTRIBES
s-ILITARYINTERFERENCE
INPOLITICS
s,OWCONFIDENCEIN
EMPIRE
s.OMOREWARPLUNDER
s,OWFUNDSFORDEFENSE
s#IVILWARANDUNREST
s$ISLOYALTYLACKOF
PATRIOTISMCORRUPTION
s'OLDANDSILVERDRAIN
s)NFLATION
s0ROBLEMSRECRUITING
2OMANCITIZENS
RECRUITINGOFNON
2OMANS
s$IVISIONOFEMPIRE
s-OVINGOFCAPITALTO
"YZANTIUM
SKILLBUILDER Answers
1. Analyzing Issues a strong political
organization, finding new sources of
grains and precious metals, social
reforms, a strong military
2. Analyzing Causes Possible Answer:
Political—Civil war; Economic—Inflation
and taxes; Military—Decline of patriotism and loyalty. Students should be
able to defend their choices.
Economic
s0OLITICALOFFICESEENAS
BURDENNOTREWARD
s#RUSHINGTAXBURDEN
s#ONTRASTBETWEENRICH
s 7IDENINGGAPBETWEENRICH s$ECLINEOFPATRIOTISM
ANDPOOR
ANDPOORANDINCREASINGLY
ANDLOYALTYAMONG
s$ECLINEINPOPULATION
IMPOVERISHED7ESTERN
SOLDIERS
DUETODISEASEAND
%MPIRE
FOODSHORTAGE
Immediate Cause
)NVASIONBY'ERMANICTRIBESANDBY(UNS FALL OF ROMAN EMPIRE
SKILLBUILDER: Interpreting Charts
1. Analyzing Issues Could changes in any contributing factors have reversed the decline of the empire?
Why or why not?
2. Analyzing Causes Which contributing factors—political, social, economic, or military—were the most
significant in the fall of the Western Roman Empire?
174 Chapter 6
CONNECTIONS TO ECONOMICS
Economic Reforms
Class Time 30 minutes
Task Discussing ways to restore the economy
Purpose To understand the complexity of an economic system
Instructions Diocletian and Constantine tried unsuccessfully to restore the
economy of Rome. Remind students that coins became worthless because
they contained less silver. Therefore, merchants wanted more coins for
their goods. Prices rose and the value of money declined. Eventually the
money system collapsed, and people were allowed to pay their taxes in
goods and produce. The problem with collecting such taxes was getting
enough of the right kind of goods from the people.
174
Chapter 6
To solve this problem, the emperors decreed that all people involved in
growing, preparing, or transporting food and other vital items could not
change their jobs for the rest of their lives. Also, their children had to follow in their father’s footsteps for life.
Have students discuss the consequences of such a policy, particularly if the
children have no talent or desire for doing their father’s work. What is the
effect likely to be on their productivity? Ask students if they think such a
system could work today.
CHAPTER s3ection 4
Invasions into the Roman Empire, A.D. 350–500
0°
450
45 0
4 10
R
451
433
380–454
41 2
ITALY
Black
ti
Bosporus
Strait
460
500 Miles
Sea
Constantinople
a
407
Dan e R.
ub
Se
410
ria
c
Rome
Ad
39
9–
40
0
Gaiseric
455
395
Alaric
410
41 5
SPAIN
Interpreting the Map
3 76
GAUL
.
R.
Don
Huns under
Attila 452
SKILLBUILDER Answers
ANATOLIA
Me
AFRICA
dit
err
1,000 Kilometers
SYRIA
anea
n
Ask students to find the first location
of the Vandals shown on the map near
the upper Rhine. Have students follow
the routes of the Vandals to Carthage
and to Rome.
395
Carthage
432
427–
0
Dn
iep
er
EUROPE
8
42
40°N
0
History from Visuals
406
Rhine R.
ATLANTIC
OCEAN
40°E
BRITAIN
Eastern Roman Empire
Western Roman Empire
Burgundians
Franks
Huns
Ostrogoths
Saxons, Angles, Jutes
Vandals
Visigoths
409 Date of invasion
North
Sea
ASIA
1. Movement Huns, who came from
Central Asia
2. Location Anatolia, Syria, Egypt
Sea
Jerusalem
Alexandria
EGYPT
GEOGRAPHY SKILLBUILDER: Interpreting Maps
This image is available in an interactive
format online and on the Student One
Stop DVD-ROM.
1. Movement What group of invaders came the greatest distance?
2. Location What areas of the empire were not threatened by invasion?
Analyzing
MotivesWhy did
Constantine choose
the location of
Byzantium for his
new capital?
A. Answer It was
strategically located
for trade and
defense.
of Diocletian. In 324 Constantine also secured control of the East, thus restoring
the concept of a single ruler.
In A.D. 330, Constantine took a step that would have great consequence for the
empire. He moved the capital from Rome to the Greek city of Byzantium
BIHs:!.sTSHEEsUHM IN WHAT IS NOW 4URKEY 4HE NEW CAPITAL STOOD ON THE
Bosporus Strait, strategically located for trade and defense purposes on a crossroads
between West and East.
With Byzantium as its capital, the center of power in the empire shifted
from Rome to the east. Soon the new capital stood protected by massive walls and
FILLED WITH IMPERIAL BUILDINGS MODELED AFTER THOSE IN 2OME4HE CITY EVENTUALLY
took a new name—Constantinople (KAHNsSTANsTUHNs/(sPUHL OR THE CITY OF
#ONSTANTINE!FTER #ONSTANTINES DEATH THE EMPIRE WOULD AGAIN BE DIVIDED4HE
East would survive; the West would fall.
The Western Empire Crumbles
4HE DECLINE OF THE 7ESTERN 2OMAN %MPIRE TOOK PLACE OVER MANY YEARS )TS FINAL
collapse was the result of worsening internal problems, the separation of the Western
Empire from the wealthier Eastern part, and outside invasions.
Germanic Invasions Since the days of Julius Caesar, Germanic peoples had
gathered on the northern borders of the empire and coexisted in relative peace with
2OME!ROUNDA.D. 370, all that changed when a fierce group of Mongol nomads from
CENTRAL!SIATHE(UNSMOVEDINTOTHEREGIONANDBEGANDESTROYINGALLINTHEIRPATH
In an effort to flee from the Huns, the various Germanic people pushed into
Roman lands. (Romans called all invaders “barbarians,” a term that they used to
REFERTONON2OMANS4HEYKEPTMOVINGTHROUGHTHE2OMANPROVINCESOF'AUL
Ancient Rome and Early Christianity 175
The Western Empire Crumbles
Critical Thinking
s 7HYDOYOUTHINKTHE7ESTERN%MPIRE
was unable to field an army to stop
the Germans from invading? (Possible
Answer: couldn’t pay mercenaries,
citizens were indifferent, commanders
were fighting among themselves)
s (OWDOESUNITINGAFORCESUCHAS
the Huns make it stronger? (Possible
Answer: Divided groups cannot organize cohesive attacks and may spend
time/energy on internal fighting.)
Name
CLARIFYING; SUMMARIZING
Task Identifying main ideas for use in a summary
Purpose To practice the skill of summarizing
Instructions Summarizing means restating a passage in
one’s own words to highlight only the main ideas and
facts (key dates, statistics, measurement). To summarize the text under the heading “Constantine Moves the
Capital” beginning on page 174, students should list the
main ideas and facts of the passage, then restate them in
one sentence or brief paragraph. The following main ideas
should be included:
Section 4
1. By 324, Constantine ruled both the Western and
Eastern empires.
2. In 330, Constantine moved the capital from Rome to
Byzantium, shifting the center of power.
Clarifying; Summarizing
When you summarize, you restate information in your own words, including
only the main ideas and key facts, not every detail. As you read the following
passage about the Germanic invasions of Rome, note the main ideas and key
facts. Then write a summary of the passage in the space provided. (See
Skillbuilder Handbook)
M
Clarifying Meaning
Class Time 20 minutes
SKILLBUILDER PRACTICE
6
any different groups took part in Rome’s
destruction: Ostrogoths, Visigoths, Franks,
Angles, Saxons, Burgundians, Lombards, and
Vandals. All these groups spoke Germanic languages. When Rome was still strong, the Germanic
tribes generally respected the borders guarded by
the Roman legions. These borders stretched across
Europe from the Black Sea to the North Sea.
For many years, the Danube River divided the
Germanic tribes in the north from their Roman
neighbors to the south.
Though fearless fighters, the Germanic tribes
feared the Huns, a nomadic people from central
Asia. When the Huns began to move west, they
first attacked the Ostrogoths, the most easterly
Germanic tribe. The terrified Ostrogoths fled
westward and pressed against their old enemies,
the Visigoths, Pushed off their land, the Visigoths
looked for a new home south of the Danube River.
Thus began the massive movement of Germanic
people that eventually destroyed the western half
of the Roman Empire. In A.D. 378, the Visigoths
scored a victory against the Roman army and
shattered Rome’s military reputation.
The Huns kept raiding westward, destroying
as they went. Germanic peoples near the Rhine—
Burgundians, Frank, and Vandals—were forced to
move. Bundled in furs, some 15,000 Vandal warriors and their families crossed the frozen Rhine
River in the winter of 406. Meeting little resistance,
they traveled west into the Roman province of
Gaul. They raided the cities of Gaul as if they were
defenseless and easily subdued Gaul’s population
of about 20 million.
Write your summary of the passage here.
© McDougal Littell Inc. All rights reserved.
SKILLBUILDER PRACTICE:
Date
CHAPTER
3. Constantine fortified Byzantium and renamed it
Constantinople.
4. The Western Empire fell after Constantine died, but the
eastern half survived.
Have students use the Skillbuilder Practice worksheet for
more examples and practice.
32 Unit 2, Chapter 6
In-Depth Resources: Unit 2
Teacher’s Edition
175
CHAPTER s3ection 4
Spain, and North Africa. The Western Empire was
unable to field an army to stop them. In 410, hordes
of Germans overran Rome itself and plundered it for
three days.
Attila the Hun Meanwhile, the Huns, who were
indirectly responsible for the Germanic assault on the
empire, became a direct threat. In 444, they united
for the first time under a powerful chieftain named
Attila !4sUHLsUH7ITHHISSOLDIERS!TTILA
terrorized both halves of the empire. In the East, his
armies attacked and plundered 70 cities. (They failed,
HOWEVERTOSCALETHEHIGHWALLSOF#ONSTANTINOPLE
The Huns then swept into the West. In A.D. 452,
Attila’s forces advanced against Rome, but bouts of
famine and disease kept them from conquering the
city. Although the Huns were no longer a threat to
the empire after Attila’s death in 453, the Germanic
invasions continued.
More About . . .
The Germanic Tribes
A German group called the Franks
attacked Gaul and the northeastern
PARTOF3PAIN4HE3AXONSATRIBEFROM
Scandinavia, sailed into the British
#HANNELRAIDINGCOASTALVILLAGES4HE
Franks gave their name to France,
WHILETHE3AXONSBECAMEPARTOF
English history.
In-Depth Resources: Unit 2
s0RIMARY3OURCE$INNERWITH!TTILATHE(UN
P
!33%33
SECTION 4 ASSESSMENT
#HALLENGESTUDENTPAIRSTODEVELOPAND
list their own test questions on the secTION(AVEGROUPSEXCHANGEANDTAKE
each other’s tests.
Formal Assessment
s3ECTION1UIZP
RETEACH
5SETHECHARTONPAGEANDTHEMAP
ONPAGETOREVIEWTHEFACTORSLEADING
to the fall of the Western Roman Empire.
In-Depth Resources: Unit 2
s2ETEACHING!CTIVITYP
An Empire No More The last Roman emperor, a
14-year-old boy named Romulus Augustulus, was ousted by German forces in 476.
After that, no emperor even pretended to rule Rome and its western provinces. Roman
power in the western half of the empire had disappeared.
The eastern half of the empire, which came to be called the Byzantine Empire,
not only survived but flourished. It preserved the great heritage of Greek and
2OMANCULTUREFORANOTHERYEARS3EE#HAPTER4HE"YZANTINEEMPERORS
ruled from Constantinople and saw themselves as heirs to the power of Augustus
Caesar. The empire endured until 1453, when it fell to the Ottoman Turks.
Even though Rome’s political power in the West ended, its cultural influence
did not. Its ideas, customs, and institutions influenced the development of Western
civilization—and still do so today.
This skull, still
retaining its hair,
shows a kind of
topknot in the
hair that some
Germanic peoples
wore to identify
themselves.
S
4
SECTION
B. Possible
Answer Students
may note overall
weakness of the
Western Empire
made its fall likely.
Hypothesizing
Do you think
Rome would have
fallen to invaders if
the Huns had not
moved into the
west? Explain.
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
sinflation
smercenary
sDiocletian
sConstantinople
sAttila
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How did these problems
3. What were the main internal
6. DRAWING CONCLUSIONS How do you think the splitting
open the empire to
invading peoples?
Causes
Effects
Inflation
Untrustworthy
army
causes of the empire’s decline?
4. How did Diocletian succeed in
preserving the empire?
5. Why did so many Germanic
tribes begin invading the
Roman Empire?
Political
Instability
of the empire into two parts helped it survive for another
200 years?
7. IDENTIFYING PROBLEMS Which of Rome’s internal
problems do you think were the most serious? Why?
8. ANALYZING ISSUES Why do you think the eastern half of
the empire survived?
9. WRITING ACTIVITY EMPIRE BUILDING Imagine you are
a journalist in the Roman Empire. Write an editorial
in which you comment—favorably or unfavorably—on
Constantine’s decision to move the capital of the empire.
MULTIMEDIA ACTIVITY CREATING A TRAVEL BROCHURE
Use the Internet to gather information and create a travel brochure about modernday Constantinople, now known as Istanbul. Include an introductory paragraph
about the city and any facts you think a traveler might want to know.
INTERNET KEYWORD
Istanbul tourism
176 Chapter 6
ANSWERS
1. INFLATIONPsMERCENARYPs$IOCLETIANPs#ONSTANTINOPLEPs!TTILAP
2. Sample Answer:)NFLATIONˆ#OINSHADLESS
value; Army—Mercenaries; Instability—Bad
economy, military turmoil. Weak leadership,
economic hardship led to disarray and no
unified army to defend the empire.
3. economic weakness, military instability, and
citizens’ indifference
4. doubled military size, checked inflation,
restored the emperor’s prestige, and divided
the empire into East and West for more
efficient rule
176
Chapter 6
5. to flee from the invading Huns
6. Possible Answer: wealthier half included most
of the great cities and trading centers; smaller
area was easier to defend
7. Possible Answer: citizens’ indifference to
state affairs and empire’s plight; military
upheaval, which weakened the once-mighty
Roman army
8. Possible Answer: It held the empire’s
centers of trade and wealth, and its capital
was well protected.
9. Rubric Editorials should
s STATETHEFACTSOFTHEMOVE
s CLEARLYEXPRESSTHEWRITERSOPINION
s CITESUPPORTINGREASONS
MULTIMEDIA ACTIVITY
Rubric Travel brochures should
s GIVEBASICFACTSINANINTRODUCTION
s DESCRIBETHECITYWITHVIVIDDETAILS
s INCLUDEINTERESTINGANDINVITINGIMAGES
CHAPTER s3ection 4
Using Primary and Secondary Sources
The Fall of the Roman Empire
Different Perspectives
Since the fifth century, historians and others have argued over the empire’s fall. They
have attributed it to a variety of causes, coming both from within and outside the
empire. The following excerpts are examples of the differing opinions.
OBJECTIVE
A SECONDARY SOURCE
B SECONDARY SOURCE
C SECONDARY SOURCE
Edward Gibbon
Arther Ferrill
Finley Hooper
In the 1780s Gibbon published The
History of the Decline and Fall of the
Roman Empire. In this passage,
Gibbon explains that a major cause of
the collapse was that the empire was
simply just too large.
In his book The Fall of the Roman
Empire (1986), Arther Ferrill argues
that the fall of Rome was a military
collapse.
In this passage from his Roman
Realities (1967), Hooper argues
against the idea of a “fall.”
The decline of Rome was the natural
and inevitable effect of immoderate
greatness. Prosperity ripened the
principle of decay; the causes of
destruction multiplied with the extent
of conquest; and, as soon as time or
accident had removed the artificial
supports, the stupendous fabric
yielded to the pressure of its own
weight. The story of its ruin is simple
and obvious; and instead of inquiring
why the Roman Empire was
destroyed, we should rather be
surprised that it had subsisted so long.
In fact the Roman Empire of the West
did fall. Not every aspect of the life of
Roman subjects was changed by that,
but the fall of Rome as a political entity
was one of the major events of the
history of Western man. It will simply
not do to call that fall a myth or to
ignore its historical significance merely
by focusing on those aspects of Roman
life that survived the fall in one form or
another. At the opening of the fifth
century a massive army, perhaps more
than 200,000 strong, stood at the
service of the Western emperor and his
generals. The destruction of Roman
military power in the fifth century was
the obvious cause of the collapse of
Roman government in the West.
s 5NDERSTANDTHATTHEFALLOFTHE2OMAN
Empire can be examined from more
than one perspective.
).3425#4
The year was 476. For those who
demand to know the date Rome fell,
that is it. Others will realize that the
fall of Rome was not an event but a
process. Or, to put it another way,
there was no fall at all—ancient Roman
civilization simply became something
else, which is called medieval. [It
evolved into another civilization, the
civilization of the Middle Ages.]
Edward Gibbon
Edward Gibbon, one of the world’s most
famous historians, first thought of writing
about the Roman Empire while visiting
the city of Rome in 1764. He published
the first of nine volumes of The Decline
and Fall of the Roman Empire in 1776.
The final three volumes were published
in 1788. While some of Gibbon’s theories
about what caused the decline of Rome
were later proved wrong, his work served
as a classic example of historical study.
Jerome
It is the end of the world . . . Words
fail me. My sobs break in . . . The
city which took captive the whole
world has itself been captured.
1. Compare the reasons for the fall
of Rome given in Sources A and
B. How might they be considered
similar?
2. What became of Rome according
to Source C? Do you agree or
disagree with that conclusion?
3. Source D is different from the
other sources. How?
177
DOCUMENT-BASED QUESTIONS:
Electronic Library of Primary Sources
sFROMTHESatyricon
More About . . .
D PRIMARY SOURCE
This early Church leader did not
live to see the empire’s end, but he
vividly describes his feelings after a
major event in Rome’s decline—the
attack and plunder of the city by
Visigoths in 410.
Introduce the feature to students as a
way to understand links between history
and the present. Have individual students
read the source excerpts aloud, then
review and discuss what we can learn
from the fall of the Roman Empire.
This feature is available in an interactive
format online and on the Student One
Stop DVD-ROM. Students can view the
image at a larger size and listen to audio
excerpts.
ANSWERS
1. Edward Gibbon in Source A says that the decline of Rome happened
because the empire was too large. As each conquest made the empire
larger, it also became harder to govern and more likely to collapse.
Arther Ferrill in Source B says that the fall of Rome happened because
the great Roman army had collapsed. Size makes the reasons similar.
The empire was too large, and the destruction of the massive military led
to the collapse of the empire.
2. According to Finley Hooper in Source C, Rome didn’t actually fall, it
simply became something else.
3. Source D describes Jerome’s feelings about Rome being sacked. He does
not seek an explanation for the fall of Rome, but rather conveys the
sense of loss he felt. This emotion is something that the causal analysis
of the other three sources does not capture.
Teacher’s Edition
177
LESSON PLAN
5
OBJECTIVES
Rome and the Roots of
Western Civilization
s $ESCRIBETHELEGACYOFTHE
'RECO2OMANCIVILIZATION
s )DENTIFY2OMANACHIEVEMENTSINTHE
ARTSSCIENCESANDLAW
FOCUS & MOTIVATE
MAIN IDEA
POWER AND AUTHORITY 4HE
2OMANSDEVELOPEDMANYIDEAS
ANDINSTITUTIONSTHATBECAME
FUNDAMENTALTO7ESTERN
CIVILIZATION
4ELLSTUDENTSTHATTODAYSCULTURESHAVE
ADAPTEDMANYFEATURESFROMANCIENT
'REEKAND2OMANCULTURES!SKWHAT
CULTURESAREBEINGBLENDEDINTOOURMOD
ERNSOCIETY(Possible Answer: The United
States is home to people from every part
of the world.)
Critical Thinking
TERMS & NAMES
s 'RECO2OMAN s 6IRGIL
CULTURE
s 4ACITUS
s 0OMPEII
s AQUEDUCT
Pictured Above:
(L) Roman
Amphitheater
of Pula:
Arcades,
(R) The Court
The Legacy of Greco-Roman Civilization
of Theodora,
Under the Roman Empire, hundreds of territories were knitted into a single state. 6th century
Each Roman province and city was governed in the same way. The Romans were
proud of their unique ability to rule, but they acknowledged Greek leadership in
the fields of art, architecture, literature, and philosophy.
By the second century B.C., Romans had conquered Greece and had come to
greatly admire Greek culture. Educated Romans learned the Greek language.
As Horace, a Roman poet, said, “Greece, once overcome, overcame her wild
conqueror.” The mixing of elements of Greek, Hellenistic, and Roman culture
produced a new culture, called Greco-Roman culture. This is also often called
classical civilization.
Roman artists, philosophers, and writers did not merely copy their Greek and
Hellenistic models. They adapted them for their own purposes and created a
style of their own. Roman art and literature came to convey the Roman ideals of
strength, permanence, and solidity.
SETTING THE STAGE Romans borrowed and adapted cultural elements freely,
especially from the Greek and Hellenistic cultures. However, the Romans created
a great civilization in their own right, whose art and architecture, language and
literature, engineering, and law became its legacy to the world.
INSTRUCT
The Legacy of Greco-Roman
Civilization
WHY IT MATTERS NOW
%VIDENCEOF2OMANCULTUREIS
FOUNDTHROUGHOUT%UROPEAND
.ORTH!MERICAANDIN!SIA
AND!FRICA
TAKING NOTES
Use the graphic organizer
online to take notes on
the accomplishments of
Roman civilization.
s 7HATDID(ORACEMEANWHENHESAID
h'REECEONCEOVERCOMEOVERCAME
HERWILDCONQUERORv(Possible Answer:
After Rome conquered Greece, Romans
adapted much of Greek culture.)
s (OWDOES3TOICISMFITWITHOTHER
2OMANIDEALS(Romans valued
strength and permanence which
fit with Stoicism’s ideals of duty
and endurance.)
Roman Fine Arts Romans learned the art of sculpture from the Greeks.
However, while the Greeks were known for the beauty and idealization of their
sculpture, Roman sculptors created realistic portraits in stone. Much Roman art
was practical in purpose, intended for public education.
The reign of Augustus was a period of great artistic achievement. At that time
the Romans further developed a type of sculpture called bas-relief. In bas-relief,
or low-relief, images project from a flat background. Roman sculptors used
bas-relief to tell stories and to represent crowds of people, soldiers in battle,
and landscapes.
Roman artists also were particularly skilled in creating mosaics. Mosaics were
pictures or designs made by setting small pieces of stone, glass, or tile onto a
surface. Most Roman villas, the country houses of the wealthy, had at least one
colorful mosaic. (See the Social History feature on pages 166–167.)
In-Depth Resources: Unit 2
s'UIDED2EADINGPALSOIN3PANISH
178 Chapter 6
SECTION 5 PROGRAM RESOURCES
ALL STUDENTS
STRUGGLING READERS
In-Depth Resources: Unit 2
s'UIDED2EADINGP
Formal Assessment
s3ECTION1UIZP
In-Depth Resources: Unit 2
s'UIDED2EADINGP
s"UILDING6OCABULARYP
s2ETEACHING!CTIVITYP
Guided Reading Workbook
s3ECTION
ENGLISH LEARNERS
In-Depth Resources in Spanish
s'UIDED2EADINGP
Spanish/English Guided Reading Workbook
s3ECTION
178
Chapter 6
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 2
s0RIMARY3OURCE4HE%RUPTIONOF6ESUVIUSP
s#ONNECTIONS!CROSS4IMEAND#ULTURES(ELLENISTIC
#ULTUREAND2OMAN#ULTUREP
s3CIENCE4ECHNOLOGY2OMAN#ONSTRUCTIONP
INTEGRATED TECHNOLOGY
Student One Stop
Teacher One Stop
s0OWER0RESENTATIONS
World Art and Cultures Transparencies
s!42OMANPAINTING
s!44RAJANS#OLUMN
Critical Thinking Transparencies
s#4,ASTING#ONTRIBUTIONSOF2OMAN3OCIETY
s#4#HAPTER6ISUAL3UMMARY
In addition, Romans excelled at the art of painting. Most wealthy Romans had
bright, large murals, called frescoes, painted directly on their walls. Few have
survived. The best examples of Roman painting are found in the Roman town of
Pompeii and date from as early as the second century B.C. In A.D. 79, nearby Mount
Vesuvius erupted, covering Pompeii in a thick layer of ash and killing about 2,000
residents. The ash acted to preserve many buildings and works of art.
Learning and Literature Romans borrowed much of their philosophy from
the Greeks. Stoicism, the philosophy of the Greek teacher Zeno, was especially
influential. Stoicism encouraged virtue, duty, moderation, and endurance.
In literature, as in philosophy, the Romans found inspiration in the works of
their Greek neighbors. While often following Greek forms and models, Roman
writers promoted their own themes and ideas. The poet Virgil spent ten years writing the most famous work of Latin literature, the AeneidIHs.%%sIHDTHEEPICOF
the legendary Aeneas. Virgil modeled the Aeneid, written in praise of Rome and
Roman virtues, after the Greek epics of Homer. Here he speaks of government as
being Rome’s most important contribution to civilization:
PRIMARY SOURCE
Romans, never forget that government is your medium! Be this your art:—to practice
men in habit of peace, Generosity to the conquered, and firmness against aggressors.
VIRGIL, Aeneid
While Virgil’s writing carries all the weight and seriousness of the Roman
character, the poet Ovid wrote light, witty poetry for enjoyment. In Amores, Ovid
relates that he can only compose when he is in love: “When I was from Cupid’s
passions free, my Muse was mute and wrote no elegy.”
CHAPTER s3ection 5
More About . . .
The Aeneid
Virgil’s Aeneid tells the exciting story of
the Trojan prince Aeneas. While Homer
tells of the Greeks’ destruction of Troy,
Virgil begins his epic with the escape of
Aeneas from the burning city. Aeneas is
the son of Venus, the goddess of love,
and a mortal father. As Venus tries to
protect Aeneas on his journeys, the ruling goddess Juno, who hates the Trojans
for insulting her, plots against him. After
many adventures and narrow escapes,
Aeneas arrives in Italy and founds a
kingdom that becomes Rome.
In-Depth Resources: Unit 2
s0RIMARY3OURCE4HE%RUPTIONOF6ESUVIUS
,ETTERFROM0LINYTHE9OUNGERP
s#ONNECTIONS!CROSS4IMEAND#ULTURES
(ELLENISTIC#ULTUREAND2OMAN#ULTUREP
The Epic
While many know the epics of Virgil and
the Greek poet Homer, other cultures
throughout history have created their
own narrative poems about heroic
figures. India’s Mahabharata tells the
story of a battle for control of a mighty
kingdom, while the Spanish epic El Cid
celebrates a hero of the wars against
the Moors. And while it is not a poem,
The Lord of the Rings, the fantasy
trilogy by English writer J.R.R. Tolkien,
is considered to contain many aspects
of the epic.
Most epics follow a pattern derived
from the works of Homer. However,
the emergence of epics around the
world was not so much the result of
one writer but the common desire
among civilizations to promote their
values and ideals through stories.
Global Patterns
The Epic
Another well-known story is the Middle
Eastern epic Gilgamesh, which dates from
long before the Roman Empire. Written
around 2000 b.c., the epic recounts a
struggle between cruel king Gilgamesh
and the people’s champion Enkidu.
The two fight, but then become friends.
After Enkidu’s death, Gilgamesh goes on a
quest for the secret of everlasting life. The
epic, like many others, features familiar
events, in this case a great flood like that
in the Hebrew Bible’s story of Noah.
S
Depictions of scenes from
The Lord of the Rings (left), El Cid
(top right), and Mahabharata
(bottom right)
Ancient Rome and Early Christianity 179
Name
DIFFERENTIATING INSTRUCTION:
GIFTED AND TALENTED STUDENTS
6
Section 5
A
Task Creating a picture essay and guided tour of Roman
architecture in a U.S. city
Purpose To show links between Roman and
modern culture
Instructions Students will create a picture essay to show
the influence of Roman architecture in Washington, D.C.
and in other parts of the United States. Divide students
into small groups. Then have students find pictures of
Roman buildings in Washington, D.C. and other U.S. cities.
Suggest sports arenas, government and commercial buildings, even homes. Students can use photocopies, Internet
printouts, or their own artwork. After all the pictures have
been assembled, students should arrange them by category (sports complexes, government buildings, etc.) and
write labels and captions that point out Roman influence.
For more information about Roman architecture, use the
Science & Technology worksheet for Section 5.
© McDougal Littell Inc. All rights reserved.
Guided Tour of Roman Architecture
Class Time 30 minutes
Date
CHAPTER
SCIENCE & TECHNOLOGY
Roman Construction
Technology
The Colosseum was not the only example of Roman architectural genius. The
Romans fashioned other buildings that were both monumental in size and contained new advances in structural engineering.
round A.D. 126, Emperor Hadrian sought to
honor the Roman gods by building a great temple in their honor. He constructed the Pantheon,
which comes from the Greek word pantheion,
meaning place for all gods. It was actually built
from a much smaller temple that had been erected
in 27 b.c. by Marcus Agrippa, the nephew of
Emperor Augustus. The Pantheon is a marvel of
Roman engineering, and many of the techniques
pioneered in its construction are still used today.
The front of the building includes three rows of
massive Corinthian columns. Each column weighs
60 tons and is 41 feet high and five feet across. On
top of these supports sits a huge triangular roof.
The masterpiece of the building is one of the
largest domes made of stone and concrete ever
built. It covers a circular chamber, or rotunda, that
is proportioned like a perfect sphere. The chamber
is 142 feet across, and the top of the ceiling is 142
feet high. The dome is massive. It weighs over
5,000 tons and has walls 20 feet wide at the base
that taper to five feet at the top.
The dome was constructed by pouring increasingly smaller rings of concrete, one on top of
another, into a series of wooden
molds. In the Middle Ages, a popular story was told about how
Hadrian schemed to have this temple completed as fast as possible.
The story said that the Pantheon
was built around a big mound of
dirt, which gave the temple support
during construction. Hadrian supposedly mixed gold coins in with
that soil in order to speed the
workers through the final stage of
building. In an attempt to find the
money, the workers would quickly
remove the earth from inside the temple.
Hadrian left a 29-foot wide round opening at
the top. This opening, called an oculus, let sunlight
stream into the chamber and illuminate the 140
shiny bronze panels set into the ceiling. One historian stated, “[The] opening. . . doubtlessly symbolized the all-seeing eye of heaven. The building is
an exemplary statement of Hadrian’s world, ideated
and symbolized—earth, sky, cosmos, empire—with
all the Greco-Roman gods looking benevolently on
Rome.”
Questions
Determining Main Ideas
1. What was Hadrian’s purpose for building the
Pantheon?
2. What is the great architectural achievement of
the Pantheon?
3. Making Inferences What aspect of the
Pantheon might give you the feeling that it was a
temple to honor the Roman gods?
Illustration by Patrick Whelan.
Shown above is the Pantheon. The opening in the roof is
the oculus, which floods the room with light. The chamber was proportioned like a perfect circle.
Ancient Rome and Early Christianity 45
In-Depth Resources: Unit 2
Teacher’s Edition
179
CHAPTER s3ection 5
Western Civilization
Analyzing Key Concepts
OBJECTIVE
s )DENTIFYTHEINFLUENCEOF'REEKAND
Roman ideas on cultures over time.
).3425#4
Review democracy with students as a key
to understanding how Greek and Roman
ideas have impacted modern Western
civilization. Note that Rome’s representative government leaves its mark today on
the democratic governments of the world.
These governments all somehow involve
citizens in government decisions. Ask
students to discuss why democratic ideals
have spread so dramatically.
More About . . .
Views on Democracy
Many have spoken eloquently on behalf
of democracy:
s h4HEBASISOFADEMOCRATICSTATEIS
liberty.” —Aristotle
s h'OVERNMENTOFTHEPEOPLEBYTHE
people, for the people, still remains
the sovereign definition of democracy.”
—Winston Churchill
s h$EMOCRACYISTHERECURRENTSUSPICION
that more than half of the people are
right more than half of the time.”
—E.B. White
DEMOCRACY
Western civilization is generally seen as the heritage of ideas that spread
to Europe and America from ancient Greece and Rome. Some historians
observe, however, that Western civilization does not belong to any particular
place—that it is the result of cultures coming together, interacting, and
changing. Still, the legacy of Greece and Rome can be seen today.
The diagram below shows how ancient Greek and Roman ideas of
government, philosophy, and literature can be traced across time. As
with many cultural interactions, the links between the examples are not
necessarily direct. Instead, the chart traces the evolution of an idea or
theme over time.
Philosophy
509 B.C.
Rome developed a
form of representative
government.
300s B.C.
Aristotle developed his
philosophical theories.
A.D. 1200s
400s B.C.
Greece implemented
a direct democracy.
1600s
England became
a constitutional
monarchy.
1776
The United States
declared independence from England
and began building
the republican
democracy we know
Thomas Aquinas
attempted to prove
the existence of a
single god using
Aristotelian ideas.
1781
Philosopher Immanuel
Kant wrote that
Aristotle’s theories on
logic were still valid.
Present
Scholars still hold
conferences focusing
on questions Aristotle
raised.
could attend the Greek
Assembly—in practice,
about 6,000 people
attended.
s In 1215, King John of
England granted the
Magna Carta, which largely
influenced subsequent
democratic thought.
s In the 1970s, there were 40
democratic governments
worldwide.
sIn 2002, over 120
Influence of Greek and Roman Ideas
Government
s Theoretically, 40,000 people
Literature
established and emerging
democracies met to discuss
their common issues.
ABOUT 800 B.C.
Homer wrote
the Odyssey.
19 B.C.
Virgil used the
Odyssey to guide
his Aeneid.
Current Forms of World
Governments
Traditional
Protectorates
Monarchies (countries under the
5.2%
protection of others)
1%
Limited
Democracies
8.3%
Democracies
62%
1922
James Joyce patterned
his epic, Ulysses, after
Homer’s work.
Authoritarian/
Totalitarian Regimes
(often one-party states
or dictatorships)
23.4%
Source: adapted from Democracy's Century,
Freedom House online (2003)
2000
The Coen brothers’
film O Brother, Where
Art Thou? brought
a very different adaptation of the Odyssey
to the big screen.
1. Hypothesizing Why do you think
ancient Greek and Roman cultures
have had such a lasting influence on
Western civilization?
See Skillbuilder Handbook, page R15.
RESEARCH WEB LINKS Go online for
more on Western civilization.
2. Comparing and Contrasting From
what you know of ancient Greece
and Rome, what is another element
of either culture that can still be seen
today? Provide an example.
180 Chapter 6
CONNECT TO TODAY:
ANSWERS
1. Hypothesizing
Possible Answer: The ability of subsequent cultures to adapt Greek and Roman institutions to
their own needs allowed the original cultural
traits to endure.
180
Chapter 6
2. Comparing and Contrasting
Possible Answer: Their architecture. Examples
might include elements such as the arch, dome,
or column; or buildings such as Monticello, the
White House; or one of the many monuments in
Washington D.C.
CHAPTER s3ection 5
Tip for English Learners
Point out cognates such as ancient,
colossal, and romance. Their Latin roots
show the common thread linking Spanish
and English.
More About . . .
water
The Romans also wrote excellent prose, especially history. Livy compiled a
multivolume history of Rome from its origins to 9 B.C. He used legends freely, creating more of a national myth of Rome than a true history. Tacitus4!3sIHsTUHS
another Roman historian, is notable among ancient historians because he presented
the facts accurately. He also was concerned about the Romans’ lack of morality. In
his Annals and Histories, he wrote about the good and bad of imperial Rome.
Here, Tacitus shows his disgust with the actions of the Emperor Nero, who many
consider to be one of Rome’s cruelest rulers.
PRIMARY SOURCE
While Nero was frequently visiting the show, even amid his pleasures there was no
cessation to his crimes. For during the very same period Torquatus Silanus was forced to
die, because over and above his illustrious rank as one of the Junian family he claimed to
be the great grandson of Augustus. Accusers were ordered to charge him with prodigality
[wastefulness] in lavishing gifts, and with having no hope but in revolution. . . . Then
the most intimate of his freedmen were put in chains and torn from him, till, knowing
the doom which impended, Torquatus divided the arteries in his arms. A speech from
Nero followed, as usual, which stated that though he was guilty and with good reason
distrusted his defense, he would have lived, had he awaited the clemency of the judge.
SThis Roman
aqueduct in modern France has
survived the centuries. The cross
section indicates
how the water
moved within the
aqueduct.
The Legacy of Rome
Critical Thinking
The Legacy of Rome
The presence of Rome is still felt daily in the languages, the institutions, and the
thought of the Western world.
The Latin Language Latin, the language of the Romans, remained the language
Clarifying
What impact
did the Romans
have on our English
language?
Though other cultures had built aqueducts before, the Romans were the first
to achieve such dramatic results. Begun
under water commissioner Marcus
Agrippa, a system of aqueducts was
developed for Rome that ultimately
brought the city 85 million gallons of
water each day from mountain water
sources. Some 200 other cities in the
empire also had aqueduct water systems.
In-Depth Resources: Unit 2
s3CIENCE4ECHNOLOGY2OMAN#ONSTRUCTION
4ECHNOLOGYP
TACITUS, Annals
A. Answer More
than half of the
words in English
are rooted in Latin.
Aqueducts
of learning in the West long after the fall of Rome. It was the official language of
the Roman Catholic Church into the 20th century.
Latin was adopted by different peoples and developed into French, Spanish,
Portuguese, Italian, and Romanian. These languages are called Romance languages
because of their common Roman heritage. Latin also influenced other languages.
For example, more than half the words in English have a basis in Latin.
Master Builders Visitors from all over the empire marveled at the architecture
of Rome. The arch, the dome, and concrete were combined to build spectacular
structures, such as the Colosseum.
Arches also supported bridges and aqueducts. Aqueducts were designed by
Roman engineers to bring water into cities and towns. When the water channel
spanned a river or ravine, the aqueduct was lifted high up on arches.
*/5&3"$5*7&
)*4503:
Explore the
marvels of
Roman
engineering.
s 7HYDOES,ATINCONTINUETOBE
taught in many schools? (Possible
Answer: Since Latin is the basis of
many words in modern European
languages, knowing it helps people
communicate globally.)
s 7HYISLAWCONSIDEREDTHEMOST
lasting of Roman contributions?
(Possible Answer: The principles of
law are less likely to change than
almost anything else.)
World Art and Cultures Transparencies
s!42OMANPAINTING
s!44RAJANS#OLUMN
Ancient Rome and Early Christianity 181
DIFFERENTIATING INSTRUCTION:
STRUGGLING READERS
Identifying Characteristics of Roman Culture
Class Time 15 minutes
Task Creating a web chart to show the different
characteristics of Roman culture
Purpose To understand the impact of Roman culture on
today’s world
Have students create a web and list the different characteristics of Roman culture. Display and discuss transparency CT6 from Critical Thinking Transparencies. Invite
students to list contributions from the transparency in the
appropriate section of their web. Then ask them to think
about their own communities. What elements in their
communities were influenced by Roman civilization? Have
them think about buildings such as sports stadiums, and
laws such as people being considered innocent until
proven guilty. Have students list and discuss these
present-day examples of Roman influence.
For help, have students use the Guided Reading Workbook
for Section 5.
Teacher’s Edition
181
CHAPTER s3ection 5
Science & Technology
OBJECTIVE
s 5NDERSTANDTHETECHNOLOGICAL
significance of the Colosseum.
).3425#4
Introduce the Colosseum to students
as a vivid example of Roman ingenuity.
Discuss the difficulty of building such
a structure without modern power
EQUIPMENTORTOOLS
The Colosseum
The Colosseum was one of the greatest feats of Roman engineering and a
model for the ages. The name comes from the Latin word colossus, meaning
“gigantic.” Its construction was started by the Emperor Vespasian and was
completed by his sons, emperors Titus and Domitian. For centuries after its
opening in A.D. 80, spectators, both rich and poor, cheered a variety of free,
bloody spectacles—from gladiator fights to animal hunts.
SThe
Colosseum in Rome as it appears today
exits—giant staircases that allowed the
building to be emptied in minutes
RESEARCH WEB LINKS Go online for
more on the Colosseum.
Elevators and
ramps led from
the cells and
animal cages in
the Colosseum
basement to
trapdoors concealed in the
arena floor.
More About . . .
The Games
The Roman crowds at the games always
liked something new. For example,
archers might be pitted against panthers.
Hunters brought tigers, elephants, and
other wild animals for the slaughter—so
many that in some provinces species
were wiped out.
arena—central area
where spectacles
took place
passageways—walkways that
led to seats
velarium—a retractable canvas awning that
shielded spectators from sun and rain
This feature is available in an interactive
format online and on the Student One
Stop DVD-ROM.
More About . . .
The Invention of Concrete
The Romans invented concrete, an
extraordinarily useful and versatile
mixture of sand, gravel, and water.
The Romans poured or shaped it into
many of the complex columns, arches,
and forms found in their buildings. The
diversity and beauty of these buildings,
even as ruins, continue to amaze
architects today.
Facts About the Colosseum
s
s
s
s
s
Built—a.d. 72–81
Capacity—45,000–50,000
Materials—stone and concrete
Size—157 feet high, 620 feet long
Arena—287 feet long, 180 feet wide
Chapter 6
been the model for sports stadiums
worldwide. How is the design of
modern stadiums patterned after
that of the Colosseum? What are the
similarities?
See Skillbuilder Handbook, page R7.
2. Drawing Conclusions What do
entrances—80 in all
the kind of spectacles the Romans
watched tell us about them as a
people and about their leaders?
182 Chapter 6
CONNECT TO TODAY: ANSWERS
1. Comparing
Possible Answers: Modern stadiums are also
round and oval, and many have roofs to protect
crowds from the elements. All stadiums have
several tiers of seats that allow thousands of
people to look down on a level playing field.
Passageways, stairs, and entrances placed
around the stadium reduce congestion and
direct the flow of human traffic to different
levels of seating.
182
1. Comparing The Colosseum has
2. Drawing Conclusions
Possible Answers: The Roman leaders tried to
find ways to keep people distracted from their
own problems so they wouldn’t rebel or cause
trouble for the government. The Roman crowds
seemed to need more and more violent and
unusual spectacles to satisfy them. They didn’t
seem to value human life very highly, especially
not the lives of enslaved persons or foreigners.
B. Answer It considered the person
innocent until
proven guilty and
placed the burden
of proof with the
accuser.
Analyzing Issues
How did
Roman law protect
those accused of
crimes?
SECTION
CHAPTER s3ection 5
Because Roman architectural forms were so practical, they have remained
popular. Thomas Jefferson began a Roman revival in the United States in the 18th
century. Many large public buildings, such as the U.S. Capitol and numerous state
capitols, include Roman features.
Roman roads were also technological marvels. The army built a vast network of
roads constructed of stone, concrete, and sand that connected Rome to all parts of
the empire. Many lasted into the Middle Ages; some are still used.
Roman System of Law Rome’s most lasting and widespread contribution was its
law. Early Roman law dealt mostly with strengthening the rights of Roman citizens. As the empire grew, however, the Romans came to believe that laws should
be fair and apply equally to all people, rich and poor. Slowly, judges began to
recognize certain standards of justice. These standards were influenced largely by
the teachings of Stoic philosophers and were based on common sense and practical
ideas. Some of the most important principles of Roman law were:
s!LLPERSONSHADTHERIGHTTOEQUALTREATMENTUNDERTHELAW
s!PERSONWASCONSIDEREDINNOCENTUNTILPROVENGUILTY
s4HEBURDENOFPROOFRESTEDWITHTHEACCUSERRATHERTHANTHEACCUSED
s!PERSONSHOULDBEPUNISHEDONLYFORACTIONSNOTTHOUGHTS
s!NYLAWTHATSEEMEDUNREASONABLEORGROSSLYUNFAIRCOULDBESETASIDE
The principles of Roman law endured to form the basis of legal systems in
many European countries and of places influenced by Europe, including the United
States of America.
Rome’s Enduring Influence By preserving and adding to Greek civilization, Rome
strengthened the Western cultural tradition. The world would be a very different place
had Rome not existed. Historian R. H. Barrow has stated that Rome never fell because
it turned into something even greater—an idea—and achieved immortality.
As mighty as the Roman Empire had been, however, it was not the only great
civilization of its time. Around the same period that Rome was developing its
enduring culture, different but equally complex empires were emerging farther
east. In India, the Mauryan and Gupta empires dominated the land, while the Han
Empire ruled over China.
5
More About . . .
Roman Civil and Criminal Law
The body of Roman law began as civil
law, or laws that chiefly dealt with the
rights of individual citizens. When a person was murdered, for example, his or
her relatives sought satisfaction from the
courts under the provisions of civil law.
The family of the murderer might have
to pay a sum of money to the family of
the murdered person. In criminal law,
the government prosecutes and
punishes criminals and either imprisons
or executes them. The Romans did not
develop criminal law until late in the
empire’s history.
!33%33
ASSESSMENT
SECTION 5 ASSESSMENT
TERMS & NAMES 1. &OREACHTERMORNAMEWRITEASENTENCEEXPLAININGITSSIGNIFICANCE
Have students work individually to
ANSWERTHEQUESTIONSTHENREVIEW
answers with a partner.
s'RECO2OMANCULTURE s0OMPEII s6IRGIL s4ACITUS sAQUEDUCT
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. 7HICHACCOMPLISHMENTDO
3.7HATIS'RECO2OMANCULTURE
6. DRAWING CONCLUSIONS 7HICHPRINCIPLEOFLAWDOYOU
YOUCONSIDERMOSTIMPORTANT 4.)NWHATWAYDID2OMANART
7HY
DIFFERFROM'REEKART
Fine Arts Literature
THINKHASBEEN2OMESGREATESTCONTRIBUTIONTOMODERN
LEGALSYSTEMS
Formal Assessment
s3ECTION1UIZP
7. FORMING AND SUPPORTING OPINIONS $OYOUAGREE
5.7HATINFLUENCEDID,ATINHAVE
ONTHEDEVELOPMENTOF7ESTERN
LANGUAGES
WITH(ORACESCLAIMONPAGETHATWHENITCAMETO
CULTURE'REECEINESSENCECONQUERED2OME%XPLAIN
RETEACH
8. HYPOTHESIZING $ESCRIBEHOWTHEWORLDMIGHTBE
Law
Engineering
5SETHE6ISUAL3UMMARYTOREVIEWTHIS
section and chapter.
DIFFERENTIF2OMEHADNOTEXISTED
9. WRITING ACTIVITY POWER AND AUTHORITY )MAGINEYOU
AREAHISTORIAN7RITEANexpository essayDESCRIBINGTHE
IMPORTANCEOF2OMESLEGACY
Critical Thinking Transparencies
s#4#HAPTER6ISUAL3UMMARY
CONNECT TO TODAY PRESENTING A REPORT
In-Depth Resources: Unit 2
s2ETEACHING!CTIVITYP
,OCATESEVERAL,ATINPHRASESSTILLINUSETODAY5SETHENECESSARYMATERIALSTOHELPTRANSLATE
THOSEPHRASESANDTHENEXPLAININABRIEFreportTHEMEANINGANDINTENTOFTHOSEPHRASES
Ancient Rome and Early Christianity 183
ANSWERS
1.'RECO2OMANCULTUREPs0OMPEIIPs6IRGILPs4ACITUSPsAQUEDUCTP
2. Fine Arts—Sculpture, mosaics; Law—Fair laws
APPLIEDEQUALLYTOALLPEOPLE,ITERATUREˆ6IRGIL
Ovid, Tacitus; Engineering—Arch, dome,
concrete. Possible Answers: laws and
engineering because of long-term effects.
3. the mixing of elements of Greek, Hellenistic,
and Roman cultures
4. The Greeks were known for beautiful but
idealized sculpture; Roman sculptors created
more realistic works.
5. It forms the basis for Western languages such
AS&RENCH3PANISH0ORTUGUESE)TALIANAND
Romanian; more than half of English words
have a basis in Latin.
6. Possible Answers:EQUALTREATMENTBEFORE
the law because it erases class differences;
innocent until proven guilty because it
protects from punishment without conviction
7. Possible Answer: Greek influence can be seen
in Roman culture, such as art, philosophy,
and literature.
8. Possible Answer: The make-up of language,
law, and government would be different in
many Western countries and perhaps Greek
and Hellenistic culture would be lost.
9. Rubric Essays should
s BECLEARLYWRITTENANDFOCUSONSUCHTOPICSAS
arts, literature, engineering, and law.
s BEBRIEFANDTOTHEPOINT
CONNECT TO TODAY
Rubric Reports should
s STATEEACHPHRASESMEANINGANDINTENT
s DISCUSSATLEASTTHREE,ATINPHRASES
s EXPLAINHOWEACHPHRASEISUSED
Teacher’s Edition
183
CHAPTER 6 ASSESSMENT
Chapter
6 Assessment
TERMS & NAMES
TERMS & NAMES
5. Jesus, p. 168
6. Paul, p. 170
7. Constantine,
p. 171
8. inflation, p. 173
Ancient Rome and
Early Christianity
900 B.C.
1. republic, p. 156
2. senate, p. 157
3. Julius Caesar,
p. 161
4. Augustus, p. 162
For each term below, briefly explain its connection to ancient Rome or the
rise of Christianity.
Early Rome
1. republic
5. Jesus
2. senate
6. Constantine
3. Julius Caesar
7. inflation
4. Augustus
8. Greco-Roman culture
1000 B.C. Latins enter region
753 B.C. Rome founded
MAIN IDEAS
Roman Republic
509 B.C. Republic created
Answers will vary.
451 B.C. Twelve Tables written
13. Paul traveled widely, preaching the
message of Jesus. He declared that
Christianity welcomed anyone, Jew
or non-Jew.
14. They disobeyed Roman authority by
refusing to worship Roman gods.
17. Romans admired Greek art, architecture, literature, and philosophy, and
merged them into their own culture.
18. European languages might sound different. Legal systems might not place
as much emphasis on personal rights.
The Christian Church and Western
architecture, literature, and philosophy
might have evolved differently.
12. How did Rome’s population fare during the golden age of the
Pax Romana?
Julius Caesar assassinated
14. Why did the Roman emperors persecute Christians?
300 B.C.
The Fall of the Roman Empire Section 4 (pages 173–177)
15. What was the most significant reform that the Emperor
Diocletian made?
16. How did the Western Roman Empire fall?
Rome and the Roots of Western Civilization
Roman Empire
Section 5 (pages 178–183)
17. Why did so much of Roman culture have a Greek flavor?
Empire and Pax
Romana begin with
reign of Augustus
A.D. 29
Jesus crucified
CRITICAL THINKING
A.D. 64
Christian persecution
begins
A.D. 79
Pompeii destroyed
A.D. 180
Pax Romana ends
1. USING YOUR NOTES
In a diagram, compare the Roman
Republic with the Roman Empire when
both were at the peak of their power.
A.D. 253
Germanic tribes enter
frontier regions
A.D. 285
Diocletian divides empire
into East and West
A.D. 313
Christianity given
recognition
A.D. 324
Constantine reunites
empire
A.D. 370
Huns invade frontier
A.D. 380
Christianity made
official religion
A.D. 395
Empire permanently split
A.D. 476
Last emperor deposed
A.D.
1
27 B.C.
15. Diocletian divided the empire into
eastern and western halves, each to
be governed by its own emperor.
16. Over many years, Germanic and
other invaders overran the western
half, which had been weakened by
internal problems.
11. How did Augustus change Roman government?
44 B.C.
13. How did the apostle Paul encourage the spread of Christianity?
300
12. Much of Rome’s population was
jobless. The government supported
the poor with food and entertainment. Most people lived in crowded,
run-down tenement buildings. Rich
Romans lived extravagantly, spending
huge sums on houses, gardens,
and banquets.
The Roman Empire Section 2 (pages 160–167)
264–146 B.C. Punic Wars fought
The Rise of Christianity Section 3 (pages 168–172)
A.D.
11. Augustus became sole ruler of
an empire.
9. Name the three main parts of government under the Roman republic.
10. How did Rome treat different sections of its conquered territory?
600
10. Rome made close neighbors full
citizens; those farther away became
citizens but without the right to vote.
Others became allies with a measure
of independence.
405–265 B.C. Italy conquered
The Roman Republic Section 1 (pages 155–159)
A.D.
9. consuls, senate, and assembly
600 B.C.
MAIN IDEAS
18. What aspects of Roman culture influenced future civilizations?
2. ANALYZING ISSUES
RELIGIOUS AND ETHICAL SYSTEMS What type of person do you think became
a martyr? Consider the personal characteristics of individuals who refused
to renounce their faith even in the face of death.
3. EVALUATING DECISIONS AND COURSES OF ACTION
POWER AND AUTHORITY What do you think of Diocletian’s decision to
divide the Roman Empire into two parts? Was it wise? Consider Diocletian’s
possible motives and the results of his actions.
4. CLARIFYING
EMPIRE BUILDING Explain more fully what the historian R. H. Barrow
meant when he said on page 183 that Rome never really fell but instead
achieved immortality.
184 Chapter 6
CRITICAL THINKING
Answers will vary.
1. Republic only—Balanced government, popular
representation. Both—Senate, strong military,
expanding territory, rich landowners, landless
poor. Empire only—Powerful emperor, long
distance trade, Christianity.
3. Possible Answer: Some students may feel the
decision was flawed because the division weak-
Chapter 6
both
empire only
2. Possible Answer: Such individuals must have
been courageous, faithful, and committed to die
for their beliefs.
184
republic only
ened the empire. The Western Empire became
more vulnerable to decay and invasion from outside. As proof, they might point to the eventual
fall of the Western Empire. Others may argue
that Diocletian’s decision was justified. It enabled
the Eastern Empire to flourish after the Western
Empire had fallen.
4. Possible Answer: Barrow meant that while the
Roman Empire itself may have disappeared,
it lived on in its numerous cultural and
political legacies.
CHAPTER 6 ASSESSMENT
STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Whereas the divine providence that guides our life has
displayed its zeal and benevolence by ordaining for our life
the most perfect good, bringing to us Augustus, whom it
has filled with virtue for the benefit of mankind, employing
him as a saviour for us and our descendants, him who
has put an end to wars and adorned peace; . . . and the
birthday of the god [Augustus] is the beginning of all the
good tidings brought by him to the world.
Decree from the Roman Province of Asia
Use this scene
depicted on a Roman
monument to answer
question 3.
3. What aspect of
society does the
image show the
Romans celebrating?
A. education
B. commerce
C. government
D. military strength
1. Based on the passage, the author of the decree
A. greatly approved of the rule of Augustus.
B. feared the amount of power Augustus had.
C. considered Augustus’s birthday a national holiday.
D. thought Augustus should grant Asia its independence.
2. During which period in Roman history was this passage most
likely written?
A. the Punic Wars
For additional test practice, go online for:
B. the Pax Romana
s Diagnostic tests
C. the founding of the republic
s Strategies
D. the fall of the Western Empire
s Tutorials
MULTIMEDIA ACTIVITY
On page 154, you considered the qualities that made a
successful leader before knowing what the Romans thought
about leadership. Now that you have read the chapter,
reevaluate your decision. What qualities were needed for
Roman leaders to be effective? What qualities hindered their
success? How would you rate the overall leadership of the
Roman Empire? Discuss your opinions in small groups.
FOCUS ON WRITING
Study the information about Rome’s impact on the development
of Western civilization in the Key Concepts feature on Western
Civilization on page 180. Write an essay of several paragraphs
summarizing the empire’s impact on the Western world that
developed after it. Provide the following:
STANDARDS-BASED ASSESSMENT
1.4HECORRECTANSWERISLETTERA. The
COMPLEMENTARYLANGUAGETHEAUTHOR
uses signals his approval of Augustus.
Letter B is incorrect. The author
EMBRACESALLTHEPOWERTHAT!UGUSTUS
holds. Letter C is incorrect. The author
NEVEREXPLICITLYSUGGESTSTHIS,ETTERD
ISINCORRECT4HEAUTHORNEVERMAKES
MENTIONOFTHIS
2. Letter B is correct. Augustus ruled
DURINGTHISPERIODIN2OMESHISTORY
Letter AISINCORRECT!UGUSTUSSRULE
CAMEAFTERTHE0UNIC7ARS,ETTERC is
INCORRECT4HISEVENTCAMELONGBEFORE
!UGUSTUSANDTHEEMPIRE,ETTERD is
INCORRECT!UGUSTUSSRULEPRECEDED
THISEVENTBYCENTURIES
3. Letter D is correct. The people
represented here are soldiers,
CARRYINGWEAPONS
Creating a Virtual Field Trip
Plan a two-week virtual trip through the Roman Empire. After
selecting and researching the sites you’d like to visit, use the
historical maps from this chapter and contemporary maps of
the region to determine your itinerary. Consider visiting the
following places: Rome, Carthage, Pompeii, Hadrian’s Wall, the
Appian Way, Bath, Lepcis Magna, Horace’s Villa, the Pont du
Gard, and the Roman theater at Orange. You may want to
include the following:
Formal Assessment
s#HAPTERTESTS&ORMS!"AND#PPn
ExamView® Test Generator
on the Teacher One Stop
s&ORM!IN3PANISH
s maps of the Roman Empire
s pictures of the major sites on the field trip
s audio clips describing the sites or events that took
place there
s reasons each site is an important destination
s HOWTHEEMPIREINFLUENCEDLATERGOVERNMENTS
s WHATINFLUENCETHEEMPIREHADONPHILOSOPHY
s WHATIMPACTTHEEMPIREHADONLITERATURE
s WHYYOUTHINK2OMANCULTUREHASBEENSO
enduring
Ancient Rome and Early Christianity 185
FOCUS ON WRITING
3TUDENTSMAYMENTIONWRITINGANDSPEAKING
SKILLSPOLITICALANDADMINISTRATIVEKNOWLEDGE
ANDGOODJUDGMENT0RIDEEXTRAVAGANCEAND
ARROGANCEHINDEREDSUCCESS3TUDENTSMIGHT
POINTOUTWEAKORPOORLEADERSWHOLEDTO
THEENDOFTHE2OMAN%MPIREYETNOTETHAT
2OMANLEADERSRANAVASTEMPIREFORYEARS
CREATINGMANYINSTITUTIONSSTILLINUSE
Rubric %SSAYSSHOULD
s BECLEARLYWRITTEN
s BESUPPORTEDBYEVIDENCEINTHETEXT
s EXPRESSTHEFEATURESMAINIDEAS
MULTIMEDIA ACTIVITY
In a virtual field trip, students visit Web pages to
see pictures and read about real places.
Rubric A virtual field trip should
s SHOWPROFICIENCYINTHEUSEOFTECHNOLOGY
s USESEVERALSOURCESOFINFORMATION
s INCLUDEREASONSFORVISITINGEACHSITE
s INCLUDEHISTORICALANDMODERNMAPS
Teacher’s Edition
185
LESSON PLAN
OBJECTIVES
s %XAMINETHECHARACTERISTICSTHATMAKE
a classical society.
s #OMPARETHECHARACTERISTICSAND
achievements of five classical societies.
Lasting Achievements
A classical age usually has two important characteristics:
s4HESOCIETYREACHESAHIGHLEVELOFCULTURALACHIEVEMENTWITHADVANCESIN
TECHNOLOGYANDSCIENCEANDTHECREATIONOFIMPRESSIVEWORKSOFART
s4HESOCIETYLEAVESASTRONGLEGACYFORFUTUREAGESNOTONLYINTHEREGION
WHEREITISLOCATEDBUTALSOINOTHERPARTSOFTHEWORLD
)NTHISFEATUREYOUWILLSTUDYSIMILARITIESANDDIFFERENCESAMONGFIVECLASSICAL
AGESTHATYOULEARNEDABOUTIN5NIT
s %XAMINETHELASTINGEFFECTTHESE
societies have had around the world.
T
FOCUS & MOTIVATE
Greece
Pericles, shown at left, led the city-state
of Athens during its golden age. The
ancient Greeks of Athens and other cities
created art, literature, philosophy, and
political institutions that have influenced
the world for thousands of years.
To help students review the classical
ages, write the names of the five societies
on the chalkboard. Ask students to recall
everything they can about each of the
societies and write those details next to
the name of the society.
INSTRUCT
Greece
750–300 B.C.
Critical Thinking
Rome
500 B.C.–A.D 476
Han China
202 B.C.–A.D. 220
Olmec
Some scholars theorize
that the sculpture at
right shows the face of
an Olmec ruler. The
Olmec people left no
written records. Even
so, their civilization
influenced the art,
religion, architecture,
and political structure
of peoples who followed
them in Mesoamerica.
Han China
T
Olmec
1200–400 B.C.
T
s 7HICHSOCIETYSGOVERNMENT
STILLINFLUENCESMUCHOFTHEWORLD7HY
might this be? (Possible Answers:
Greece—art, literature, political institutions; Rome—language, architecture,
Christianity)
s "ASEDONTHEMAPANDTHETIMELINE
which two societies had the most
influence on each other? (Possible
Answer: Rome seems to have grown
out of Greece, thriving for centuries
after ancient Greece ended.)
Liu Bang, shown at right,
seized control of China and
founded the Han Dynasty.
He and his successors ruled
a vast empire, which saw
the growth and spread of
Chinese culture. Even today,
many Chinese call
themselves “the people of
Han,” a tribute to the lasting
cultural impact of this
period.
252 5NIT #OMPARING#ONTRASTING
DIFFERENTIATING INSTRUCTION:
STRUGGLING READERS
Understanding Classical Ages
Task Analyzing societies
students understand that legacy refers to the
influence these societies had on future ages.
Purpose To understand the features of different
classical societies
Greece
Organize students into groups of three or four.
Be sure that each team includes students at all
reading levels. Ask the teams to make a chart like
the one shown. For each classical society on the
chart, have them write down any examples of the
achievements and legacy mentioned on pages
252–257 and in Chapters 5, 6, 7, and 9. Make sure
Olmec
Han China
Rome
Gupta India
Class Time 30 minutes
252
Unit 2
Achievements
city-states
Legacy
art, literature,
philosophy,
political institutions
UNIT 2
More About . . .
The Rivals of Pericles
Like any leader, Pericles had to deal
with a number of political adversaries.
Initially his main rival was Cimon, who
was as conservative as Pericles was
liberal. After Cimon died around 450,
Thucydides was chosen to lead the
conservative opposition. Some scholars
believe that Thucydides was the author
of a document known as The Constitution
of Athens, which denounced liberal
democracy as being unstable and relying
dangerously on the whims of the masses.
T
Rome
The emperor Augustus, whose statue is shown at
left, ruled for about 40 years during Rome’s 200year golden age. First a republic and then an
empire, Rome controlled the Mediterranean region
and a large part of Europe. Roman government,
law, society, art, literature, and language still
influence much of the world, as does the Christian
religion Rome eventually adopted.
Gupta India
A.D. 320–535
T
Gupta India
Chandragupta II, shown
on this coin, was one of
the rulers of India’s Gupta
Empire. They oversaw an
age of peace, prosperity,
and artistic creativity.
During this time,
Hinduism and Buddhism
took full form in India and
spread through trade to
other regions.
Comparing & Contrasting
1. Which of these societies controlled
the most territory? the least? Explain
how the size of a society’s territory
might affect its ability to leave a
legacy.
2. Which classical ages had religion as
an important part of their legacy?
Why does religion have such an
impact on societies?
253
1. Rome controlled the most territory.
The Olmec controlled the least.
The society that controlled the most
territory probably influenced the most
people and had a better chance to
leave a legacy.
2. Rome, Gupta India, and the Olmec
had religion as part of their legacy.
Religious belief has a strong impact
because it helps people find meaning
for their lives.
RECOMMENDED RESOURCES
Pool, Christopher. The Archaeology of the
Olmec: An Early Complex Society in
Mesoamerica. Cambridge, Cambridge UP, 2004.
S T O R I E S
tG
Holt McDougal Nextext.
Ancient Greece. Stories
introduce the city-states
of Athens and Sparta and
their role in the spread of
Greek culture.
i
Books for the Student
Eck, Werner. The Age of Augustus. Deborah
Lucas Schneider, Trans. Oxford, Malden, MA:
Blackwell Publishing, 2003.
A
Books for the Teacher
I N
H I S T O R Y
ANCIENT
GREECE
2000 –300 B.C.
Holt McDougal Nextext.
Ancient Rome. Presents a
balanced, yet intriguing
look at this important
period in history.
Videos
Helen of Troy
Ancient China. VHS
and DVD. Films for the
Humanities and Sciences,
1996. 800-257-5126.
Classical Architecture. VHS and DVD. Films
for the Humanities and Sciences, 2000.
800-257-5126.
Teacher’s Edition
253
UNIT 2
UNIT 2
Comparing & Contrasting: Classical Ages
Cultural Achievements
Cultural Achievements
Critical Thinking
s 7HYMIGHTTHE(ANHAVEUSEDWOOD
for their structures instead of stone?
(Possible Answer: The Han may not
have had the necessary skills needed
to cut and move stone for building purposes. Or, the Han may have chosen
wood for artistic or aesthetic reasons.)
s 7HATARESOMEACHIEVEMENTS
that might qualify twentieth-century
United States as a classical age?
(Possible Answer: Beliefs—Supports
many religions; Art—Huge producer of
motion pictures; Science/Technology—
Computers and the Internet;
Architecture—Towering skyscrapers)
These five classical ages had impressive cultural achievements. Their
beliefs are still studied—and in some cases followed—today. Their art
and architecture are counted among the world’s treasures. Their
advances in science and technology paved the way for later discoveries.
Greece
Beliefs
Gupta India
Rome
s4HE'REEKSWORSHIPEDMANY
GODSWHOBEHAVEDINVERY
HUMANWAYS
s2OMEADOPTEDMANYOFTHE
'REEKGODSBUTUSUALLYCHANGED
ANDADDEDTOTHEM
s(INDUISMBECAMEAMORE
PERSONALRELIGIONANDGAINED
FOLLOWERS
s0HILOSOPHERSUSEDREASONTO
UNDERSTANDTHEWORLD
s,ATER2OMEADOPTED#HRISTIANITY
ANDHELPEDSPREADIT
s!MOREPOPULARFORMOF
"UDDHISMDEVELOPEDANDSPREAD
Art
s3CULPTUREPORTRAYEDIDEALBEAUTY s2OMANSMODELEDSCULPTUREAFTER
ANDATALATERPERIODMOVEDTOWARD
'REEKSTATUESANDDEVELOPED
REALISMˆASSHOWNBYTHIS2OMAN
MOREREALISTICSCULPTURE4HEY
COPYOFALATER'REEKSTATUE ALSOMADEBEAUTIFULMOSAICS
s'UPTASTATUESWEREOF(INDU
GODSANDTHE"UDDHASUCHAS
THISFIGURE
Science and
Technology
s3CIENTISTSMADEADVANCESIN
ASTRONOMYANDMATHEMATICS
s%NGINEERSDEVELOPEDDOMESAND
ARCHESANDBUILTSUPERBROADS
s3CHOLARSMADEDISCOVERIESIN
ASTRONOMYMATHEMATICS
ANDMEDICINE
Architecture
s'REEKBUILDINGSSHOWBALANCE
ANDSYMMETRYCOLUMNSAND
PEDESTALSWEREOFTENUSED
s2OMANADVANCESINCLUDEDOMES
ANDARCHESSUCHASTHOSEIN
THE#OLOSSEUM
s(INDUTEMPLESLIKETHISTEMPLE
OF6ISHNUAT$EOGARHBEGANTO
HAVEPYRAMIDALROOFS
More About . . .
Greek and Roman Architecture
During the late 20s b.c., Roman
architect Marcus Vitruvius Pollio wrote
his ten-volume treatise On Architecture.
Dedicated to the emperor Augustus,
On Architecture covered not only all
forms of Greek and Roman architecture,
but contained information on mathematics and civil engineering. The book
survived after the fall of Rome, and was
reissued in 1486. It was this printing that
inspired the neoclassical architectural
style of Europe and the United States
for centuries.
254 Unit 2 Comparing & Contrasting
CONNECTIONS ACROSS TIME AND CULTURES
Understanding Influence
Class Time 45 minutes
Task Examining Greek and Roman mythology
Purpose To explore Greek influence on
Roman culture
254
Unit 2
Have students use the library or the Internet
to research Greek and Roman mythology. Tell
students to pay particular attention in their
research to the connections between the Greek
mythological figures and their Roman counterparts.
When they have gathered enough information,
ask students to create a chart that compares
several Greek and Roman figures.
Have students present their charts to the class and
explain their findings. Ask students to explain the
similarities they find as well as the differences.
Greek version
Roman version
Leader
of gods
Zeus,
son of Cronus
Jove or Jupiter,
son of Saturn
Goddess
of love
Aphrodite,
daughter of Zeus
Venus,
mother of Cupid
God
of war
Ares,
son of Zeus
Mars, father of
Romulus and Remus
UNIT 2
More About . . .
“ . . . to the glory that was Greece
and the grandeur that was Rome”
Edgar Allan Poe, from “To Helen”
Olmec
Han China
“The inhabitants [of the Gupta
Empire] are rich and prosperous,
and vie with one another in the
practice of benevolence and
righteousness.”
s4HE(ANADOPTEDTHEETHICAL
SYSTEMOF#ONFUCIUSASTHEBASIS
FORGOVERNMENT
s4HE/LMECWORSHIPEDA
JAGUARSPIRIT
s4HE(ANMADEINTRICATE
BRONZESLIKETHISFIGUREOFA
GALLOPINGHORSE
s4HE/LMECCARVEDGIANTSTONE
HEADSANDSMALLFIGURINESLIKE
THISCEREMONIALOBJECT
s4HE(ANINVENTEDPAPERVARIOUS
FARMINGTOOLSANDWATERMILLS
s4HE/LMECMOVEDHEAVYSTONE
FORMONUMENTSWITHOUTUSE
OFTHEWHEEL
s(ANBUILDINGSWEREWOODEN
ANDNONESURVIVE4HISCERAMIC
MODELOFATHREESTORYWOODEN
TOWERSHOWS(ANSTYLES
s4HISSTEPPYRAMIDATTHE:APOTEC
SITEIN-ONTE!LBÉNREFLECTS
/LMECARCHITECTURALINFLUENCE
s4HEYBUILTRELIGIOUSCENTERS
WITHPYRAMIDS
Fa Xian, from The Travels of Fa Xian
Chinese Beliefs
The people of Han China believed that all
life depended on maintaining a balance
between yin and yang, the two complimentary forces of nature. Yin represents
FEMALEDARKANDCOLDWHILEYANGIS
associated with male, light, and heat.
All changes in life, including political
upheaval, were seen as effects of the
struggle between these forces.
SKILLBUILDER Answers
1. Drawing Conclusions4HE'REEK
boxer, the Roman mosaic, and the
Han horse are not religious subjects.
The Buddha is a religious subject.
The Olmec ceremonial object may
have had a religious purpose.
2. Contrasting5NLIKETHEOTHERSOCIETIES
Han China had an ethical system
rather than a religion or belief in gods.
Comparing & Contrasting
1. Which of the societies seemed to be
SKILLBUILDER: Interpreting Charts
1. Drawing Conclusions Which of the art pieces shown here are religious
in subject and which are not?
2. Contrasting How were the beliefs of Han China different from the other
societies that had classical ages?
DIFFERENTIATING INSTRUCTION:
more interested in mathematical and
scientific theories? Which seemed to
be more interested in practical
technology?
2. What functions did monumental
buildings fill for these societies?
Explain whether the functions were
similar or different.
255
1. 'REECEAND'UPTA)NDIAMADE
advances in science and mathematics; the Olmec, Rome, and the
Han seemed to focus on practical
inventions and technology.
2. Monumental buildings gave these
societies places to worship and to
have large public gatherings. Therefore,
they helped unify the society.
GIFTED AND TALENTED STUDENTS
Writing About the Classical Ages
Class Time 45 minutes
For example, students’ writing could
Task Writing prose or poetry inspired by
the classical ages
s MAKECOMPARISONSTOARCHITECTUREEXAMPLE
more magnificent than the Roman Colosseum)
Purpose To connect with ancient cultures
s REFERENCESPECIFICACHIEVEMENTSOFASOCIETY
EXAMPLEASSKILLEDASA'UPTA)NDIANDOCTOR
Read Edgar Allan Poe’s poem “To Helen” to the
class, pointing out his allusion to ancient Greece and
Rome. Discuss with the class how this reference
affects their understanding of the poem. Have
students write a short piece that in some way
references one or two of the five classical ages
covered in Unit 2. Students may write poetry, a
descriptive paragraph, or even a love letter.
s MAKEALLUSIONSTOBELIEFSEXAMPLECOULDRULE
over Mount Olympus)
Have students read their finished pieces to the class.
The class can then point out the classical references
in the pieces and their meanings.
Teacher’s Edition
255
UNIT 2
UNIT 2
Comparing & Contrasting: Classical Ages
Legacy of Classical Ages
Legacy of Classical Ages
Critical Thinking
s 7HYWOULDASOCIETYSARCHITECTURE
ANDRELIGIONBEPARTICULARLYINFLUENTIAL
centuries later? (Physical remnants of
ancient architecture survive through the
ages for people to study. Religion
deeply affects peoples’ lives and is
passed through the generations.)
s (OWMIGHTRELIGIONANDGOVERNMENTBE
SEENASHAVINGSIMILARINFLUENCESONA
SOCIETY(Possible Answer: Religion and
government both often deal with societies’ ideals. In some societies, like Han
China, government and religion are
influenced by the same philosophy.)
Architecture
Answer to Document-Based Question
4HE3MOLNY)NSTITUTEUSESCOLUMNSANDA
TRIANGULARPEDIMENTLIKE'REEKBUILDINGS
ANDARCHESLIKE2OMANBUILDINGS4HE
3OUTH!FRICANHOTELISASTEPPYRAMID
SUCHASTHE/LMECBUILT
The societies of the classical ages lasted for many centuries. In the
end, though, they faded from the world scene. Still, some of their
achievements have had an enduring impact on later societies.
Architecture
The Smolny Institute (below left) built in the early 1800s in St. Petersburg,
Russia, reflects Greek and Roman architectural ideas. A modern hotel in
South Africa (below right) recalls Olmec style.
DOCUMENT-BASED QUESTION
Compare these buildings to the Greek, Roman, and Olmec structures on pages
254–255. What similarities do you see?
Religion
Buddhism and Roman Catholicism are still widely practiced today, with
millions of followers in countries far from the lands where the religions
originated. The Buddhist monks (below left) are praying in Seoul, South
Korea. Pope John Paul II (below right), former head of the Catholic Church,
greets nuns and other believers who visit Rome from around the world.
Religion
Answer to Document-Based Question
"OTH2OMEAND'UPTA)NDIASPREADTHEIR
RELIGIOUSBELIEFSTOOTHERLANDSWHERE
THEYARESTILLPRACTICEDTODAY
DOCUMENT-BASED QUESTION
What similarity do you see in the religious legacies of Rome and Gupta India?
256 Unit 2 Comparing & Contrasting
DIFFERENTIATING INSTRUCTION:
ENGLISH LEARNERS
Analyzing Text
Class TimeMINUTES
Task!NALYZINGTHE&UNERAL/RATION
Purpose4OUNDERSTANDTHEADVANTAGESOF
DEMOCRACYACCORDINGTO0ERICLES
(AVESTUDENTSWORKINSMALLGROUPSTOFIGURE
OUTTHEMEANINGOFEACHPOINT0ERICLESMAKES
INTHE&UNERAL/RATIONEXCERPTONPAGE3INCE
THEEXCERPTISMOSTLYONELONGSENTENCEHAVETHE
GROUPSPICKOUTEACHIDEAANDREWRITEITASA
SEPARATESENTENCE
&OREXAMPLESTUDENTSMIGHTWRITE
256
Unit 2
s !DEMOCRACYCONCENTRATESONTHEMANYAND
NOTTHEFEW
s 4HELAWSPROMISEEQUALJUSTICEFOREVERYONE
s 0EOPLEREACHSOCIALPOSITIONSBASEDON
THEIRABILITIES
s 0OVERTYANDCLASSDONOTAFFECTA
PERSONSABILITIES
(ELPSTUDENTSTOUNDERSTANDTHEDIFFICULTPHRASING
OFTHEEXCERPT(AVETHEGROUPSCONTINUEUNTIL
THEYHAVEEXTRACTEDEACHMAJORIDEA-AKESURE
that students understand that meritREFERSTOA
PERSONSABILITY
UNIT 2
Go online to listen to selected audio excerpts.
Government
P R I M A RY SO U R C E
The classical ages studied in Unit 2 laid foundations for government
that influenced later times—even today. Read about three examples of
their contributions.
Pericles
Answer to Document-Based Question
!THENSVALUEDTHEMANYOVERTHEFEW
ANDMERITOVERCLASSORWEALTH
Pericles
Henry C. Boren
In a famous speech known as the Funeral Oration, the Athenian
leader Pericles described the advantages of democracy.
In this excerpt from his book Roman
Society, historian Henry C. Boren
discusses the permanent legacy of
Roman law.
[Our government] favors the many instead of the few; this is why it
is called a democracy. If we look to the laws, they afford equal
justice to all; . . . if no social standing, advancement in public life
falls to reputation for capacity [ability], class considerations not being
allowed to interfere with merit; nor again does poverty bar the way,
if a man is able to serve the state, he is not hindered by the
obscurity of his condition.
DOCUMENT-BASED QUESTION
According to Pericles, what values did Athens stand for?
Rhoads Murphey
In this passage from A History of Asia, historian Rhoads
Murphey examines the lasting impact of the government of
Han China.
S ECO N DA RY SO U R C E
Henry C. Boren
Answer to Document-Based Question
)THASSHAPEDLEGALCODESOFWESTERN
%UROPE3OUTH!FRICA*APANANDMOST
%NGLISHSPEAKINGNATIONS
The most imitated and studied code of
law in history is the formulation by a
group of lawyers . . . under the eastern
Roman emperor Justinian. . . . This
code served as a model for many of
the nations of western Europe in the
modern age and also for South Africa,
Japan, and portions of Canada and the
United States. Indirectly the principles
of the Roman law, though perhaps
not the procedures, have also strongly
affected the development of the
Anglo-Saxon common law, which is
the basis of the legal systems in
most English-speaking nations.
S ECO N DA RY SO U R C E
Rhoads Murphey
Answer to Document-Based Question
4HEIDEAOFPOWERCOMBINEDWITHSERVICE
STILLINFLUENCES#HINA
4HEPRIMARYSOURCESONTHISPAGEARE
AVAILABLEINANINTERACTIVEFORMATONLINE
and on the Student One Stop
DOCUMENT-BASED QUESTION
According to this historian, how has
Roman law affected the world?
Confucianism was more firmly established as the official
orthodoxy and state ideology, and the famous Chinese
imperial civil service system recruited men of
talent, schooled in classical Confucian
learning, to hold office through competitive
examination regardless of their birth. . . . In
China, the original Han ideal endured through
the rise and fall of successive dynasties and,
with all its imperfections, built a long and
1. How did the idea of merit play a part in the governments of
proud tradition of power combined with
both Athens and Han China?
service that is still very much alive in China.
2. How is the U.S. government similar to each of the governments
DOCUMENT-BASED QUESTION
What qualities of Han government still
influence China today?
Comparing & Contrasting
described in the excerpts?
3. What were some of the different forces that spread the ideas of
these classical ages to many regions of the world?
EXTENSION ACTIVITY
Another Mesoamerican society that had a classical age was the
Maya, which you will study in Chapter 16. Read about the
Classic Age of the Maya either in this textbook or an
encyclopedia. Then create a chart or a poster listing Maya
beliefs and their achievements in the arts, science, technology,
and architecture.
257
1. 'OVERNMENTPOSITIONSWEREOPEN
TOPEOPLEWITHTALENTANDEDUCATION
RATHERTHANONLYMEMBERSOFA
CERTAINCLASS
2. The United States teaches that people
CANRISETHROUGHMERITASIN!THENS
AND#HINAHASAWRITTENLEGALCODEAS
2OMEDIDCLAIMSTHEIDEALSOFhEQUAL
JUSTICEvANDFAVORINGTHEMANYINSTEAD
OFTHEFEWAS!THENSDIDHASACIVIL
SERVICESYSTEMBASEDONEXAMINATION
AS(AN#HINADID
3. Possible Answer:TRADECONQUEST
MISSIONARYACTIVITYANDWRITTENRECORDS
EXTENSION ACTIVITY
Rubric Students’ charts or posters should list:
s "ELIEFSMANYGODSHUMANSACRIFICE
s !RTSGOLDANDJADEARTIFACTSMASKSSTONECARVING
s 3CIENCEANDTECHNOLOGYTERRACEAGRICULTURE
CALENDARGLYPHWRITINGSYSTEMCONCEPTOFZERO
NUMBERSYSTEM
s !RCHITECTUREPYRAMIDSTEMPLESPALACESCITIES
Teacher’s Edition
257