Download JAT EA Chapter 09 - Somerset Academy

Roman Civilization
Chapter Introduction
Section 1 Life in Ancient Rome
Section 2 The Fall of Rome
Section 3 The Byzantine Empire
Reading Review
Chapter Assessment
Click on a hyperlink to view the corresponding slides.
Roman Civilization
Chapter Objectives
• Discuss the cultural achievements of
the Romans and describe the daily lives
of people in Rome.
• Explain why the Roman Empire fell and
summarize its legacy in law, government,
language, and the arts.
• Describe the rise and cultural
accomplishments of the Byzantine
Empire.
Roman Civilization
Life in Ancient Rome
Get Ready to Read
Section Overview
This section discusses the cultural
achievements and daily life of the Roman
people during the height of the empire.
Life in Ancient Rome
Get Ready to Read (cont.)
Focusing on the Main Ideas
• In addition to their own developments in
science and engineering, Roman artists
and writers borrowed many ideas from
the Greeks.
• The rich and poor had very different
lives in the Roman Empire, as did men
and women.
Life in Ancient Rome
Get Ready to Read (cont.)
Meeting People
• Virgil (VUHR·juhl)
• Horace (HAWR·uhs)
• Galen (GAY·luhn)
• Ptolemy (TAH·luh·mee)
• Spartacus (SPAHR·tuh·kuhs)
Life in Ancient Rome
Get Ready to Read (cont.)
Building Your Vocabulary
• vault (VAWLT)
• satire (SA·TYR)
• ode (OHD)
• anatomy (uh·NA·tuh·mee)
• forum (FOHR·uhm)
• gladiator (GLA·dee·AY·tuhr)
• paterfamilias (PA·tuhr·fuh·MIH·lee·uhs)
• rhetoric (REH·tuh·rihk)
Life in Ancient Rome
Get Ready to Read (cont.)
Reading Strategy
Compare and Contrast Use a Venn
diagram like the one on page 302 of your
textbook to show similarities and
differences between the rich and the poor
in Rome.
Life in Ancient Rome
Roman Culture
• The Romans admired the Greeks and
copied some of their ideas, though they
often changed what they borrowed.
• Roman statues and art portrayed people
with flaws, whereas Greek art and
statues portrayed ideal people.
• Romans incorporated Greek ideas in
their architecture, such as columns and
porches.
(pages 303–305)
Life in Ancient Rome
Roman Culture (cont.)
• They also used their own ideas, such as
arches, domes, and vaults, which are
curved ceilings.
• Two famous
buildings still
stand today: the
Colosseum, which
is a large arena,
and the Pantheon,
which is a temple
built in honor of
Rome’s gods.
(pages 303–305)
Life in Ancient Rome
Roman Culture (cont.)
• The Roman writer Virgil wrote the Aeneid,
which tells the story of the Trojan prince
Aeneas and his followers.
• The poet Horace wrote satires, which are
works that poke fun at human
weaknesses, and odes, which express
strong emotions about life.
• The writers Ovid and Catullus were
inspired by Greek writing and myths.
(pages 303–305)
Life in Ancient Rome
Roman Culture (cont.)
• Livy, one of Rome’s most famous
historians, wrote the History of Rome.
• Many modern European languages
spoken today are based on Latin, the
language of Rome.
• The Greek doctor Galen brought Greek
medical ideas to Rome.
(pages 303–305)
Life in Ancient Rome
Roman Culture (cont.)
• Ptolemy was a famous scientist who
studied and mapped the stars.
• Engineers created an advanced road
system and aqueducts that provided
water.
(pages 303–305)
Life in Ancient Rome
How did the historians Livy and
Tacitus differ?
Livy celebrated Rome’s greatness.
Tacitus did not regard Roman culture
positively. He felt the Romans were
losing the values that made them
strong and that the emperors had
taken people’s freedom.
Life in Ancient Rome
Daily Life in Rome
• Rome was one of the largest cities in
the ancient world.
• The Forum was in the center of Rome
and served as a marketplace and public
square.
• Wealthy Romans lived in large, fine
homes.
• Poorer people lived in apartment
buildings of stone and wood.
(pages 306–310)
Life in Ancient Rome
Daily Life in Rome (cont.)
• Because of high rent, most people could
not afford large homes.
• The government provided free grain and
sporting shows, such as chariot races
and gladiator contests.
• Gladiators were men who fought
animals and each other.
• Roman families were large, including
young and married children, other
relatives, and enslaved servants.
(pages 306–310)
Life in Ancient Rome
Daily Life in Rome (cont.)
• The paterfamilias was the man who
headed the family.
• Wealthy children—boys and girls—
received an education
through hired tutors.
• Some boys went to
school.
• A boy became a man
between ages 14 and
16 years.
(pages 306–310)
Life in Ancient Rome
Daily Life in Rome (cont.)
• Girls became adults when they married.
• Women had few rights but were
influential in the family.
(pages 306–310)
Life in Ancient Rome
Daily Life in Rome (cont.)
• Wealthy women had more freedom
than poor women.
• Slaves were not uncommon in the
Roman Empire.
• Slaves suffered many hardships and
were treated poorly.
• Sometimes slaves revolted against
the Romans.
(pages 306–310)
Life in Ancient Rome
Daily Life in Rome (cont.)
• Spartacus was a gladiator who led a
slave revolt.
• Romans worshipped many gods and
goddesses.
• As the Roman Empire grew, the
Romans conquered people of other
religions.
• They were allowed to worship freely as
long as they did not threaten the Roman
government.
(pages 306–310)
Life in Ancient Rome
How did the population of slaves
grow during the time of the Roman
Empire?
As Rome took over more lands, they
captured and enslaved more
people.
Life in Ancient Rome
What were some of Ptolemy’s
scientific achievements?
He mapped more than 1,000
stars and studied the motions of
the planets.
Life in Ancient Rome
How were the Roman and Greek
religions similar?
The Romans adopted Greek gods
and gave them Roman names.
Life in Ancient Rome
Analyze Explain the importance of
the language of the Romans.
Answers should be based on the
text.
Life in Ancient Rome
Describe Describe the education of
Roman children.
Boys in rich families learned
reading, writing, and rhetoric. Girls
stayed at home to learn reading,
writing, and how to manage
households.
Life in Ancient Rome
Conclude The Romans borrowed
ideas from other people. Do you
think our culture today borrows
ideas from other peoples? Explain
your answer.
Answers will vary.
Life in Ancient Rome
Make a list using the following headings.
List several facts under each one to
summarize the chapter.
The Arts
Science and Engineering
Family Life
Slavery
Religion
The Fall of Rome
Get Ready to Read
Section Overview
This section chronicles the decline and
fall of the Roman Empire and discusses
the empire’s important legacy.
The Fall of Rome
Get Ready to Read (cont.)
Focusing on the Main Ideas
• Poor leadership, a declining economy,
and attacks by Germanic tribes
weakened the Roman Empire.
• Rome finally fell when invaders swept
through the empire during the A.D.
400’s.
• Rome passed on many achievements in
government, law, language, and the arts.
The Fall of Rome
Get Ready to Read (cont.)
Locating Places
• Constantinople
(KAHN·STAN·tuhn·OH·puhl)
Meeting People
• Diocletian (DY·uh·KLEE·shuhn)
• Constantine (KAHN·stuhn·TEEN)
• Theodosius (THEE·uh·DOH·shuhs)
• Alaric (A·luh·rihk)
• Odoacer (OH·duh·WAY·suhr)
The Fall of Rome
Get Ready to Read (cont.)
Building Your Vocabulary
• plague (PLAYG)
• inflation (ihn·FLAY·shuhn)
• barter (BAHR·tuhr)
• reform (rih·FAWRM)
The Fall of Rome
Get Ready to Read (cont.)
Reading Strategy
Sequencing Information Create a
diagram like the one on page 317 of your
textbook. Show the events that led up to
the fall of the Western Roman Empire.
The Fall of Rome
The Decline of Rome
• After Aurelius’s death, Commodus and
the Severans ruled Rome.
• After the Severans ended, Rome’s
leadership grew weak, and the
government grew corrupt.
• With a weak government, the economy
worsened.
• A plague, or a disease that spreads
widely, broke out and killed many people.
(pages 318–320)
The Fall of Rome
The Decline of Rome (cont.)
• Inflation, or rapidly increasing prices,
occurred because money became less
valuable.
• Invaders began pushing into the
empire’s territory, and the Roman
government could not pay Roman
soldiers.
• Emperor Diocletian tried to establish
reforms that would improve the political
situation.
(pages 318–320)
The Fall of Rome
The Decline of Rome (cont.)
• Emperor Constantine tried to stop the
empire’s decline.
• He moved the capital city to Byzantium,
and the city later became known as
Constantinople.
(pages 318–320)
The Fall of Rome
How did inflation occur?
The government put less gold in its
coins to create more money to pay
soldiers. People learned that the
coins did not have as much gold in
them, so they did not value the
coins as highly.
The Fall of Rome
Rome Falls
• Theodosius became emperor after
Constantine’s death.
• Theodosius split the empire into two
separate empires: the Western Roman
Empire and the Eastern Roman Empire.
• The Visigoths feared the Huns and
asked Rome for protection.
• In exchange, Rome required the
Visigoths to be loyal to them.
(pages 322–324)
The Fall of Rome
Rome Falls (cont.)
• The Visigoths rebelled against the
Romans and beat the Romans at the
Battle of Adrianople.
• More Germanic groups invaded Roman
territory.
(pages 322–324)
The Fall of Rome
Rome Falls (cont.)
• The Visigoth leader Alaric and his soldiers
captured the city of Rome and burned it.
(pages 322–324)
The Fall of Rome
Rome Falls (cont.)
• The Vandals overpowered Rome’s
territories in Spain and northern Africa.
• Then they entered Rome and destroyed
buildings.
• Odoacer was a Germanic leader who
took control of Rome’s government from
the emperor Romulus Augustulus.
• This event marked the end of the
Western Roman Empire.
(pages 322–324)
The Fall of Rome
Rome Falls (cont.)
• A band of Visigoths killed Odoacer and set
up a kingdom in Italy.
• The Eastern Roman Empire continued to
prosper after the fall of the Western
Roman Empire.
• It became known as the Byzantine
Empire.
(pages 322–324)
The Fall of Rome
Why did the Visigoths rebel against
the Romans?
Although the Romans agreed to
protect the Visigoths, they treated
them badly. The Romans charged
the Visigoths higher prices for food
and kidnapped and enslaved many
of them.
The Fall of Rome
The Legacy of Rome
• The law and government of the United
States today is influenced by the laws and
government of the ancient Romans.
• The alphabet of the Latin language is
used through the Western world today.
• Many European languages stemmed
from Latin.
• Many English words come from Latin.
(pages 325–326)
The Fall of Rome
The Legacy of Rome (cont.)
• Western architecture uses styles of the
Romans, such as domes and arches.
• Christianity began in the Roman Empire.
(pages 325–326)
The Fall of Rome
What ideas in the U.S. legal system
came from the Roman system?
We believe that all people are
created equal, that people are
innocent until proven guilty, that
judges should be fair, and that the
best form of government is a
republic made up of equal citizens.
The Fall of Rome
What social problems helped cause
the empire’s decline?
dishonest officials and a decline in
respect for Roman values;
widespread slavery; the people
stopped serving in government and
paying taxes; fewer people were
educated
The Fall of Rome
Why did the Roman government use
Germanic warriors in its army?
The Romans used Germanic
warriors to help defend its borders.
The Fall of Rome
Cause and Effect How did inflation
affect Rome?
Prices rose sharply; weak economy
meant fewer taxes paid;
government could not pay its
soldiers and officials; debased
currency; people stopped using it.
The Fall of Rome
Describe Who were the Visigoths,
and how did they contribute to the
fall of Rome?
The Visigoths were a Germanic
people who moved into Roman
territory to escape the Huns; they
defeated the Romans at Adrianople
and sacked Rome.
The Fall of Rome
Identify Give examples of Roman
ideas in language and architecture
that exist today.
English and other modern
languages were shaped by Latin.
Roman architecture is reflected in
many buildings today.
The Fall of Rome
Persuasive Writing Imagine you
are living in Rome around the time
of the fall of the empire. Write an
editorial for a newspaper identifying
what you think is the main reason
for the decline and fall of the
empire, and what might have been
done to prevent it.
Answers will vary.
The Fall of Rome
Could the Western Roman Empire have
solved its problems and continued to
exist? Explain your answer.
The Byzantine Empire
Get Ready to Read
Section Overview
This section discusses the rise and
accomplishments of the Eastern Roman,
or Byzantine Empire, which carried on the
legacies of both Greece and Rome.
The Byzantine Empire
Get Ready to Read (cont.)
Focusing on the Main Ideas
• The Eastern Roman Empire grew rich
and powerful as the Western Roman
Empire fell.
• The policies and reforms of Emperor
Justinian and Empress Theodora
helped make the Byzantine Empire
strong.
• The Byzantine developed a rich culture
based on Roman, Greek, and Christian
ideas.
The Byzantine Empire
Get Ready to Read (cont.)
Locating Places
• Black Sea
• Aegean Sea (ih·JEE·uhn)
Meeting People
• Justinian (juh·STIH·nee·uhn)
• Theodora (THEE·uh·DOHR·uh)
• Belisarius (BEH·luh·SAR·ee·uhs)
• Tribonian (truh·BOH·nee·uhn)
The Byzantine Empire
Get Ready to Read (cont.)
Building Your Vocabulary
• mosaic (moh·ZAY·ihk)
• saint (SAYNT)
• regent (REE·juhnt)
Reading Strategy
Cause and Effect Complete a chart like
the one on page 327 of your textbook to
show the causes and effects of Justinian’s
new law code.
The Byzantine Empire
The Rise of the Byzantines
• The Eastern Roman Empire was known
as the Byzantine
Empire.
• It included Greeks,
Egyptians, Arabs,
Armenians, Jews,
Persians, Slavs, and
Turks.
• Constantinople was
the capital of the
Byzantine Empire.
(pages 328–329)
The Byzantine Empire
The Rise of the Byzantines (cont.)
• Constantinople was located between the
Black Sea and the Aegean Sea, at the
crossroads of trade routes between
Europe and Asia.
• People of early Constantinople initially
followed Roman ways.
• They spoke Latin and enforced Roman
laws.
(pages 328–329)
The Byzantine Empire
The Rise of the Byzantines (cont.)
• Eventually, the Byzantine Empire
became more influenced by Greece.
• People spoke Greek and drew upon
Greek culture.
• Some ideas from the Slavs, Egyptians,
and Persians also mixed in with the
Greek influences.
(pages 328–329)
The Byzantine Empire
How did Constantinople’s location
help protect it from invasion?
It was located on a peninsula, with
seas on three sides. A wall was
built on the fourth side to protect the
city from a land invasion.
The Byzantine Empire
Emperor Justinian
• Justinian was the emperor of the
Byzantine Empire from A.D. 527 until
A.D. 565.
• Empress Theodora, Justinian’s wife,
helped her husband rule Byzantine.
• She gave him advice and advocated
more rights for Byzantine women.
• Justinian tried to restore the Roman
Empire by invading Western Europe
and northern Africa.
(pages 329–330)
The Byzantine Empire
Emperor Justinian (cont.)
• Belisarius was a general who helped
lead the Byzantine army.
• Tribonian was a legal scholar who
worked with his colleagues to simplify
the law code, so it could be more easily
understood.
(pages 329–330)
The Byzantine Empire
Why did Justinian fail to reunite the
Roman Empire?
After conquering most of Italy and
northern Africa, the Byzantine
Empire did not have money to
maintain an army large enough to
hold the territory.
The Byzantine Empire
Byzantine Civilization
• The Byzantine Empire lasted for about
1,000 years.
• Constantinople was its largest and
wealthiest city.
(pages 332–334)
The Byzantine Empire
Byzantine Civilization (cont.)
• The Byzantine Empire depended on
trade.
• It was the center of trade between
Europe and Asia.
• Silk weaving was a major industry.
• Byzantine emperors supported artists
and architects.
(pages 332–334)
The Byzantine Empire
Byzantine Civilization (cont.)
• Hagia Sophia was the religious center of
the Byzantine Empire and was a great
architectural accomplishment.
• Mosaics are pictures made from many
bits of colored glass or stone.
• Most mosaics showed saints, or
Christian holy people.
• Marriage and family were very important
in the Byzantine way of life.
(pages 332–334)
The Byzantine Empire
Byzantine Civilization (cont.)
• Byzantine women obtained some rights.
• They became educated, and some
served as regents, or people who stand
in for rulers who are too young or too ill
to govern.
• The Byzantine government supported
education.
(pages 332–334)
The Byzantine Empire
Byzantine Civilization (cont.)
• Boys studied academic subjects in
Byzantine schools.
• Girls did not attend school but were
taught at home.
• Most written
literature was
religious.
(pages 332–334)
The Byzantine Empire
What rights did Byzantine women
have?
Byzantine women could obtain an
education and serve in government.
The Byzantine Empire
What is a mosaic, and where were
mosaics found in the Byzantine
Empire?
A mosaic is a picture made of tiny
pieces of colored glass or stone,
usually found in churches and
monasteries.
The Byzantine Empire
How did silk weaving develop in the
Byzantine Empire?
Byzantine travelers smuggled
silkworm eggs from China to the
empire.
The Byzantine Empire
Describe What were some of the
trade items that were exchanged
between merchants in
Constantinople?
From Asia: spices, gems, metals,
and cloth
From Byzantines: farm goods, furs,
honey, and enslaved people
The Byzantine Empire
Explain Why were divorces difficult
to get in the Byzantine Empire?
Religion and the government
stressed the importance of marriage.
The Byzantine Empire
Analyze What important service
did Byzantine writers provide to the
rest of the world? Explain its
significance.
Byzantine writers copied and
preserved the writings of the
ancient Greeks and Romans;
otherwise these works would have
been lost.
The Byzantine Empire
Persuasive Writing Which
civilization do you think was the
most advanced—that of the
Greeks, the Romans, or the
Byzantines? Write a speech
explaining your answer.
Answers will vary.
The Byzantine Empire
List the contributions of the Byzantine
Empire.
Roman Civilization
Section 1: Life in Ancient Rome
Focusing on the Main Ideas
• In addition to their own developments in
science and engineering, Roman artists
and writers borrowed many ideas from
the Greeks.
• The rich and poor had very different
lives in the Roman Empire, as did men
and women.
Roman Civilization
Section 2: The Fall of Rome
Focusing on the Main Ideas
• Poor leadership, a declining economy,
and attacks by Germanic tribes
weakened the Roman Empire.
• Rome finally fell when invaders swept
through the empire during the A.D.
400’s.
• Rome passed on many achievements in
government, law, language, and the arts.
Roman Civilization
Section 3: The Byzantine Empire
Focusing on the Main Ideas
• The Eastern Roman Empire grew rich
and powerful as the Western Roman
Empire fell.
• The policies and reforms of Emperor
Justinian and Empress Theodora helped
make the Byzantine Empire strong.
• The Byzantines developed a rich culture
based on Roman, Greek, and Christian
ideas.
Roman Civilization
Review Vocabulary
Define Match the vocabulary words with the definitions.
__
D 1. pictures made of many
bits of colored glass or
stone
__
B 2. rapidly increasing prices
__
F 3. father of a family
__
A 4. emotional poem about
life’s ups and downs
A.
B.
C.
D.
E.
F.
G.
H.
ode
inflation
anatomy
mosaic
plague
paterfamilias
gladiator
regent
Roman Civilization
Review Vocabulary
Define Match the vocabulary words with the definitions.
__
E 5. a disease that spreads
widely
H 6. a person who stands in
__
for a ruler who cannot
govern
G 7. a warrior who fought
__
animals and people in
public arenas
__
C 8. study of the body’s
structure
A.
B.
C.
D.
E.
F.
G.
H.
ode
inflation
anatomy
mosaic
plague
paterfamilias
gladiator
regent
Roman Civilization
Review Main Ideas
Section 1 Life in Ancient Rome
What did the Romans borrow from
the Greeks? What did they develop
on their own?
Romans borrowed ideas in
sculpture, architecture (porches,
colonnades) and literature. They
developed architecture (vault,
dome, concrete), roads, aqueducts,
and law and government.
Roman Civilization
Review Main Ideas
Section 1 Life in Ancient Rome
What were the lives of the rich and
poor like in the Roman Empire?
The rich lived in large, comfortable
houses. They educated their
children. The poor lived in crowded
conditions in unsafe apartment
buildings, and they did not educate
their children.
Roman Civilization
Review Main Ideas
Section 2 The Fall of Rome
What weakened the Roman
Empire?
Poor leadership, a declining
economy, and attacks by Germanic
tribes weakened the Roman
Empire.
Roman Civilization
Review Main Ideas
Section 2 The Fall of Rome
What caused the fall of Rome in the
A.D. 400s?
Germanic invasions
Roman Civilization
Review Main Ideas
Section 3 The Byzantine Empire
What policies and reforms helped
make the Byzantine Empire strong?
Justinian’s law code; rights for
women; reconquered Italy and
North Africa; added cavalry to the
army
Roman Civilization
Review Main Ideas
Section 3 The Byzantine Empire
What different groups of people
contributed to the Byzantine
culture?
Greeks, Egyptians, Slavs, Persians,
and others
Roman Civilization
Cause and Effect Why did Alaric’s
capture of Rome shock the Roman
people?
Rome had not been conquered in
800 years.
Roman Civilization
Predict What do you think would
have happened if Theodosius had
not divided the Roman Empire?
Answers will vary.
Explore online information about the
topics introduced in this chapter.
Click on the Connect button to launch your browser
and go to the Journey Across Time Web site. Click
on Chapter 9-Chapter Overviews to preview
information about this chapter. When you finish
exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting
to the Web site, manually launch your Web browser
and go to http://www.jat.glencoe.com
Maps
Germanic Invasions of Rome c. A.D. 200–500
The Byzantine Empire A.D. 527–565
Charts
Greek and Roman Gods
The Decline of Rome
Click on a hyperlink to view the corresponding slides.
Click the map to view an interactive version.
Click the map to view an interactive version.
Life in Ancient Rome
Ptolemy studied astronomy. He was also a
geographer who plotted every geographic feature he
knew on a grid and taught others how to create maps.
The Fall of Rome
The Hippodrome was a racing track in
Constantinople. It is estimated that the Hippodrome
held about 100,000 people. Much of the Hippodrome
is gone, but what remains forms a square in Istanbul.
The Byzantine Empire
Empress Theodora came from a theatrical family.
Her father was a bear keeper for the circus, and the
empress was a very popular comedic actress.
Reading Social Studies
Learn It!
Your Point of View
An important part of reading involves thinking
about and responding to the text from your own
point of view. Read the paragraph on the following
slide about daily life in Rome and look at how one
student reflects as she reads.
Reading Social Studies
“Reminds
me of a city I
visited once”
The city of Rome was
crowded, noisy, and dirty.
People tossed garbage into
the streets from their
apartments, and thieves
prowled the streets at night.
Most people in Rome were
poor. They lived in
apartment buildings made of
stone and wood. High rent
forced families to live in one
room.
—from page 306
“Sounds like it would
be very uncomfortable
and crowded!”
“What
would that
look like?
What
would it
smell like?”
“Were they
like
apartment
buildings
today?”
Reading Social Studies
Practice It!
Reflect and Respond
Read the paragraph from Chapter 9 on page 301
in your textbook. Take a few minutes to reflect on
what you have read and then respond by
exchanging thoughts with a partner about the
following topic questions.
• Do boys do anything today to show that they
have become men?
• What does a toga look like? What does a palla
look like?
Reading Social Studies
Practice It!
Reflect and Respond
Read the paragraph from Chapter 9 on page 301
in your textbook. Take a few minutes to reflect on
what you have read and then respond by
exchanging thoughts with a partner about the
following topic questions.
• Why did a woman have to wait until she married to
become an adult?
• Why were boys and girls treated so differently?
Roman Civilization
Introduction
Life in Ancient Rome
The Fall of Rome
The Byzantine Empire
The Book of Epodes
Primary Source
Distrust of Money
Rome is Attacked
Click on a hyperlink to view the corresponding slides.
Distrust of Money
Rome is Attacked
Theodora Refuses to Flee
Sports & Contests
Ancient Roman Sports
Sports were important to the Romans. Paintings on vases,
frescoes (moist plaster), and stone show Romans playing ball,
including a version of soccer. Roman girls are shown
exercising with handheld weights and throwing an egg-shaped
ball. Balls were made of different materials such as wool, hair,
linen, sponges, and pig bladders wrapped in string. Some
Roman sporting events took place in the Colosseum,
amphitheaters, and the Circus Maximus. Wild beast fights,
battles between ships, and gladiator
contests attracted Roman spectators
by the thousands. Chariot racing was
held in the Circus Maximus, and the
drivers wore team colors of red, white,
green, and blue.
Connecting to the Past
1. How do we know sports were important to
the Romans?
Paintings on vases, frescoes, and stone show
Romans participating in sports.
2. How are today’s sports different from Roman
sports? How are they similar?
Today sports do not feature fights between
animals, battles between ships, or contests
to the death between gladiators. Similarities
may include comparisons between chariot
racing and horse racing.
Focus on Everyday Life
Slavery in the Roman Empire
Public and private slavery were common in Roman society.
Public slaves were owned by the state. They took care of
important buildings and served government
officials. Educated public slaves were used
to help organize the governments of
conquered areas. Private slaves were
owned by individuals. They were often
forced to work long hours and could be
sold at any time. Wealthy Romans had hundreds or even
thousands of enslaved people. Most enslaved people worked
on farms. Most enslaved people were men. This was
probably because their work required great strength. Some
enslaved men also became gladiators. Enslaved women
made clothing and cooked for their owner’s family.
Connecting to the Past
1. What was the main difference between
public and private enslavement?
Public slaves were owned by the state.
Private slaves were owned by an individual.
2. Which jobs were probably considered the
most desirable by enslaved people?
Answers will vary but may include jobs as
groundskeepers or personal assistants at
country villas.
Constantine The Great c. A.D. 280–337
Empress Theodora C. A.D. 500–548
Chapter 9
Daily Focus Skills
Transparency 9–1
Ptolemy was
limited to what he
could see with his
own eyes. When
observed from the
earth, the other
planets and stars
seem to rotate
around.
Chapter 9
Daily Focus Skills
Transparency 9–2
Chapter 9
Daily Focus Skills
Transparency 9–3
Answers will vary,
but should reflect
that the Muslim
Turks wanted to
hide Christian
symbols.
To use this Presentation Plus! product:
Click the Forward button to go to the next slide.
Click the Previous button to return to the previous slide.
Click the Menu button to return to the Chapter Menu.
Click the Return button in a feature to return to the main presentation.
Click the Exit button or press the Escape key [Esc] to end the
chapter slide show.
Click the Help button to access this screen.
Links to Presentation Plus! features such as the Reference Atlas,
Daily Focus Transparencies, and others are located on the left side of
the relevant slides.
End of Custom Shows
This slide intentionally blank