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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 2ESULTS%SSENTIALTOKEEPINGTHE STATESTRONG)NTEGRITY,EADSTOTRUST ANDRESPECT s 9ES,EADERSCANUSUALLYGOVERNMORE EFFECTIVELYIFTHEYAREADMIREDANDIF PEOPLELIKEANDTRUSTTHEM.O0OWER 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 #IVILSERVICESYSTEMSOFPAIDWORKERSWHO MANAGEGOVERNMENTSSTILLEXISTS 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 .OTWITHOUTREASONDIDGODSANDMENCHOOSETHISSPOTFORTHESITEOFOURCITYTHE ;SALUBRIOUS=HILLSTHERIVERTOBRINGUSPRODUCEFROMTHEINLANDREGIONSANDSEABORNE COMMERCEFROMABROADTHESEAITSELFNEARENOUGHFORCONVENIENCEYETNOTSONEARAS TOBRINGDANGERFROMFOREIGNFLEETSOURSITUATIONINTHEVERYHEARTOF)TALYALLTHESE 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 s4WOCONSULSELECTEDBYTHEASSEMBLYFORONEYEAR CHIEFEXECUTIVESOFTHEGOVERNMENTANDCOMMANDERS INCHIEFOFTHEARMY s!PRESIDENTELECTEDBYTHEPEOPLEFORFOURYEARS CHIEFEXECUTIVEOFTHEGOVERNMENTANDCOMMANDER INCHIEFOFTHEARMY Legislative s3ENATEOFMEMBERSCHOSENFROMARISTOCRACYFOR LIFECONTROLSFOREIGNANDFINANCIALPOLICIESADVISES CONSULS s#ENTURIATE!SSEMBLYALLCITIZENSOLDIERSAREMEMBERS FORLIFESELECTSCONSULSMAKESLAWS s4RIBAL!SSEMBLYCITIZENSGROUPEDACCORDINGTOWHERE THEYLIVEAREMEMBERSFORLIFEELECTSTRIBUNESAND MAKESLAWS s3ENATEOFMEMBERSELECTEDBYTHEPEOPLE FORSIXYEARTERMSMAKESLAWSADVISESPRESIDENTON FOREIGNPOLICY s(OUSEOF2EPRESENTATIVESOFMEMBERSELECTED BYTHEPEOPLEFORTWOYEARSMAKESLAWSORIGINATES REVENUEBILLS Judicial s0RAETORSEIGHTJUDGESCHOSENFORONEYEARBY #ENTURIATE!SSEMBLYTWOOVERSEECIVILANDCRIMINAL COURTSTHEOTHERSGOVERNPROVINCES s3UPREME#OURTNINEJUSTICESAPPOINTEDFORLIFEBY PRESIDENTHIGHESTCOURTHEARSCIVILANDCRIMINAL APPEALSCASES Legal code s4WELVE4ABLESALISTOFRULESTHATWASTHEBASISOF 2OMANLEGALSYSTEM s53#ONSTITUTIONBASICLAWOFTHE5NITED3TATES 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 Romanah2OMANPEACEv 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:.EGATIVES)NCREASING SLAVERYGAPBETWEENRICHANDPOOR 0OSITIVE#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 sEMBRACEDALLPEOPLEMENANDWOMENENSLAVEDPERSONSTHEPOORANDNOBLES 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:0AUL#ARRIEDTHEMESSAGE THROUGHOUTTHEEMPIREWELCOMED'ENTILES #ONSTANTINE%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:)NFLATION#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,ITERATURE6IRGIL 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 REALISMASSHOWNBYTHIS2OMAN 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