Download 3/29 – Locate important features and places around ancient Rome

3/29 – Locate important features and places around ancient Rome
Do Now:
1. Silently – A. List 3 bodies of water and 3 cities of Greece
B. Try to locate them on this blank map
3/29 – Locate important features and places around ancient Rome
Greece Geography Challenge:
1. Use pg. 117. As a team, find:
•
•
•
•
•
5 bodies of water in Greece
1 large peninsula
1 large island
1 way the location of Sparta and Athens affected them
Answer: is Delphi more likely to trade with Corinth or
Troy?
3/29 – Locate important features and places around ancient Rome
Mediterranean Basin:
1. Find: Greece, Egypt, Rome
3/29 – Locate important features and places around ancient Rome
Answer:
1. What does this map show
you?
2. What are the important
geographical features you
see?
3. How might they affect the
development of Rome?
3/29 – Locate important features and places around ancient Rome
Directions:
1. Label geog. features and
shade in regions on map
using:
1. Maps in textbook
2. Atlases and atlas packets
2. Answer questions on back
3. Extension – make a Venn
Diagram comparing the
geography of Greece vs.
Rome
3/31 – Determine the positive and negative effects of Rome’s
geographical features
Do Now:
TPS:
1. What geographical feature
might help Rome?
2. What feature might hurt it?
3. Will Rome’s geography
make it better suited for
developing than that of
Greece?
Another Mountain range, the Apennines, runs all the way
down the boot from north to south.
The landscape of Italy is similar to that of Greece, but
the Apennines are not as rugged as Greece’s mountains. They
can be crossed much more easily. As a result, the people who
settled in Italy were not split up into small, isolated
communities as the Greeks were. In addition, Italy had better
farmland than Greece. Its mountain slopes level off to large
flat plains that are ideal for growing crops. With more
capacity to produce food, Italy could support more people
than Greece could.
Historians know little about the first people to live in
Italy. There is evidence, however, that groups from the north
slipped through Italy’s mountain passes between about 1500
B.C. and 1000 B.C.
Another Mountain range, the Apennines, runs all the way down the
boot from north to south.
The landscape of Italy is similar to that of Greece, but the
Apennines are not as rugged as Greece’s mountains. They can be
crossed much more easily. As a result, the people who settled in Italy
were not split up into small, isolated communities as the Greeks were.
In addition, Italy had better farmland than Greece. Its mountain slopes
level off to large flat plains that are ideal for growing crops. With more
capacity to produce food, Italy could support more people than Greece
could.
Historians know little about the first people to live in Italy. There
is evidence, however, that groups from the north slipped through Italy’s
mountain passes between about 1500 B.C. and 1000 B.C.
3/31 – Determine the positive and negative effects of Rome’s
geographical features
Directions:
Read “The Origins of Rome” and “Where
was Rome located?” on pg. 263:
1. List the geog. features of
Rome and connect them to
the effect they had:
Feature --------- Effect
Example:
Nile cataracts -> trade difficult in south of
Egypt
2. Extension – “Rome’s Ideal
Location” worksheet
3/31 – Determine the positive and negative effects of Rome’s
geographical features
Directions:
1. As an exit ticket:
•
•
•
Write a thesis statement
answering the EQ
After that, add one concrete
detail for each main topic
you provide
Extension: include an
explanation with your details
2. Read “Early Influences”;
make concept web showing
how Etruscans influenced
Romans
3/30 – Determine the positive and negative effects of Rome’s
geographical features
4/1 – Locker Cleanout
• Clean out your locker
-Actually clean it
• Call me over to check
-You can only come back into HR
after I check
4/1 – Explain the social makeup of the Early Roman
Republic
Do Now:
1. Silently/Individually
• Read “Birth of a
Republic” on pg. 265
• Answer:
•
•
•
What changed?
Why did it change
Once finished, get
“Patricians and
Plebeians”
4/1 – Explain the social makeup of the Early Roman
Republic
4/1 – Explain the social makeup of the Early Roman
Republic
c. 600 BCE:
-Latium (Rome) initially
ruled by Etruscan kings
-Wealthy (aristocratic)
Romans overthrew the kings
-Set up a republic instead
4/1 – Explain the social makeup of the Early Roman
Republic
4/1 – Explain the social makeup of the Early Roman
Republic
4/1 – Explain the social makeup of the Early Roman
Republic
4/1 – Explain the social makeup of the Early Roman
Republic
Directions:
1. Read and highlight reverse
side of Pats/Plebs
2. Once finished, read “How did
Rome’s Government Work?”
on pg. 269-270
3. Answer part II and III on
Pats/Plebs
1. Extension: “Rome’s Ideal
Location” worksheet
4/4 – Explain the function of the branches of the
Roman Republic
Do Now:
1. Sit in the closest available spot
to where your desk was
2. Answer (individually, no notes):
• How did Romans change
their government?
• What two classes of people
were there?
• What were the two
major branches of
Rome’s new
government?
4/4 – Explain the function of the branches of the
Roman Republic
Directions:
1. Get “The Roman Republic”
2. Read/highlight the intro section
3. Answer:
•
What were three reasons why
Rome grew as a city?
4. Read/highlight branch
descriptions below
4/4 – Explain the function of the branches of the
Roman Republic
Directions:
1. With partner, answer packet
questions
2. Underline text evidence for
each answer
3. Extension: read/highlight back
page
4/8 – Explain the extent to which the Plebs gained equality
Do Now:
1. Get out HW – BOTH parts!
2. Should the U.S. make a law that
you need at least a college
degree in order to vote?
3. What are positives and
negatives of that type of
requirement?
4/8 – Explain the extent to which the Plebs gained equality
Reasons for Pleb Revolt:
1. -Only Patricians could hold
government positions
2. -Patricians made the laws,
Plebs had to obey
3. -Laws were not written, so
Pats interpreted them to
help themselves
4. -Pats chose when to fight
wars, but Plebs had to do
the fighting
4/8 – Explain the extent to which the Plebs gained equality
Steps toward Plebeian equality:
1.
2.
3.
4.
5.
6.
7.
Demanded more rights and left city in protest
Pleb Tribunes – elected by Council of Plebs (2; later 10)
Council of Plebs – made laws for Plebeians
Pleb protests continued
451 BCE – 12 Tables – laws written down
367 BCE – One consul must be a Plebeian
287 BCE – Plebs could pass laws for all Romans
Senators – make laws, advise consuls, debate
issues, approve building programs; met in
stately forum buildings
Council of the Plebs – made laws for Plebs
but not Pats; could veto laws made by
Pats; represented in government by 10
Tribunes; met outside in open forums
4/8 – Explain the extent to which the Plebs gained equality
Directions:
1. Work by yourself to do 1 of these:
A. Senator’s letter – Keep the Pleb scum in
their place! Write a letter to another
senator explaining what rights Plebs
should/shouldn’t have, and say why their
new rights are either good or bad for Rome
B. Pleb Rally – Design a poster showing the
new rights you’ve gained as a Pleb and why
you needed them. Persuade the viewer and
explain whether the recent progress is
enough!