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Heather Linger
Date: November 1, 2007
Subject: World History and Geography I
Grade Level: 8
Lesson Topic: Mapping the Roman Empire
Unit: Ancient Rome
Essential Questions/Big Ideas:
- Do all roads really lead to Rome?
- How did the geography of the Roman Empire lead to its downfall?
General Objectives:
Virginia Standards of Learning
WHI.1 The student will improve skills in historical research and geographical analysis by
a) identifying, analyzing, and interpreting primary and secondary sources to make
generalizations about events and life in world history to 1500 A.D.;
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural
landscapes of the world and interpret the past to 1500 A.D.;
c) identifying major geographic features important to the study of world history to
1500 A.D.;
d) identifying and comparing political boundaries with the location of civilizations,
empires, and kingdoms from 4000 B.C. to 1500 A.D.
WHI.6
The student will demonstrate knowledge of ancient Rome from about 700 B.C. to
500 A.D. in terms of its impact on Western civilization by
a) assessing the influence of geography on Roman economic, social, and political
development;
d) sequencing events leading to Roman military domination of the Mediterranean
basin and Western Europe and the spread of Roman culture in these areas;
k) citing the reasons for the decline and fall of the Western Roman Empire.
NCSS Standards
III- People, Places, and Environments: Social studies programs should include experiences that
provide for the study of people, places, and environments, so that the learner can:
a. elaborate mental maps of locales, regions, and the world that demonstrate understanding
of relative location, direction, size, and shape;
b. create, interpret, use, and distinguish various representations of the earth, such as maps,
globes, and photographs;
d. estimate distance, calculate scale, and distinguish other geographic relationships such as
population density and spatial distribution patterns.
II- Time, Continuity, and Change: Social studies programs should include experiences that
provide for the study of the ways human beings view themselves in and over time, so that the
learner can:
c. identify and describe selected historical periods and patterns of change within and across
cultures, such as the rise of civilizations, the development of transportation systems, the
growth and breakdown of colonial systems, and others.
Learning Outcomes:
- At the end of this lesson, students will know:
o events that led to the expansion of the Roman Empire
- At the end of this lesson, students will be able to understand and value
o the influence of the Roman Empire on the modern—especially the Western—
world.
- At the end of this lesson, students will be able to:
o trace the growth and development of the Roman Empire by making a map.
o predict how geography of the Roman Empire led to its eventual downfall.
Assessments:
- The map students create in pairs in this activity will be graded based on geographical and
historical accuracy (10 points), required elements (10 points), use of color-coded key (5
points).
- Students will also be graded individually on their written responses. This is an informal
assessment, so students will be awarded full credit (5 points) if they give best estimates to
these questions.
Content Outline:
I.
The Roman Empire
A. Rome ruled the world
1.
Approximately two thousand years ago
2.
One in every four people on earth lived and died under Roman Law
B.
Classical Civilization in Italy
1.
Rome developed during the fifth century B.C.E. in the Italian peninsula relatively
independent of Greek civilization.
2.
After consolidating their hold on Italy, Rome prepared to expand not only into the
western Mediterranean, but also into the areas of Hellenistic civilization.
3.
This new Roman empire lasted for four centuries before entering a prolonged
period of decline.
C. Rome as Heir to Classical Mediterranean Civilization
1.
Rome drew much from earlier Greek civilization, although Roman contributions
tended to focus more on engineering and less on philosophy.
2.
Romans used, in modified forms, aspects of Greek religion, drama, science,
monumental architectural styles, and political theory.
3.
Rome spread its modifications of Greek culture throughout the Mediterranean and
into northern Europe and northern Africa.
4.
In politics, Rome added to Greek tradition by the creation of an imperial ideal
based on the concept of universal law.
5.
The Roman Empire was also the site of the advent and initial dissemination of
Christianity.
II.
The Development of Rome’s Republic
A. Introduction
1.
Rome’s earliest constitution balanced aristocratic authority with some public
participation.
2.
On the basis of centralized administration, Rome created an early empire.
3.
The creation of empire upset the social and political underpinnings of the republic
by the second century B.C.E.
B.
Etruscan Beginnings and the Early Republic
1.
The people who became the Romans migrated to Italy around 1000 B.C.E.
2.
The region settled by the Romans fell under the rule of the Etruscans, who
provided kings and an organized military force.
3.
By 510 B.C.E., the Roman aristocracy rebelled and founded an independent
republic.
4.
The Romans also adapted the Greek alphabet to form a Latin alphabet, which was
later used throughout western Europe.
5.
Aristocrats controlled the Senate and most of the magistracies, but public
participation was incorporated in the early republic.
6.
Rights of plebeians were protected by law codes, and the lesser citizens could
elect tribunes as political representatives. Two consuls, elected for a single year,
were the chief magistrates of the republic.
7.
The republican economy was dominated by great landowners among the
aristocracy, but free farmers were critical to maintaining the citizen armies.
8.
Law codes and popular assemblies provided a more explicit check on aristocratic
monopoly of public office than in the Greek city-states.
9.
The Romans also emphasized patron/client relationships between aristocratic
families and poorer plebeians.
C. The Expansion of Rome
1.
Unlike the Greek city-states, the Roman republic embarked almost immediately
on imperial expansion.
2.
Utilizing its citizen armies, the republic gained control of the entire Italian
peninsula.
3.
Conquered regions were incorporated into the republic or allowed to remain as
independent allies.
4.
Rome’s greatest rival in the western part of the Mediterranean was the former
Phoenician colony of Carthage in northern Africa.
a.
Between 264 and 146 B.C.E., Rome defeated Carthage in the three Punic
Wars.
b.
Rome’s victory created an empire that extended from Italy to the Iberian
peninsula and into northern Africa.
5.
The collapse of the Hellenistic successor states of Alexander’s empire drew the
Romans into the eastern Mediterranean.
a.
Greece, Macedonia, the Asian littoral, and Egypt were drawn into Rome’s
orbit.
D. The Result of Expansion
1.
Treatment of conquered territories outside of Italy was often brutal.
2.
The creation of the republican empire altered the fundamental Roman economy.
a.
Aristocrats began to monopolize the land, when small farmers could no longer
compete with grain imported from conquered territories.
b.
Former farmers entered the ranks of the unemployed in the growing cities.
c.
Slavery as a result of military conquests and a wealthy merchant class created
new elements within Roman society.
E.
The Crisis of the Republic
1.
After 107 B.C.E., the Roman consul Marius began to use paid volunteers to staff
his armies in place of conscripted Roman citizens.
2.
The creation of a permanent military force dedicated to its commander threatened
the position of the Senate.
3.
A second commander, Sulla, drove out Marius and his political allies.
a.
A succession of military commanders dominated Roman politics thereafter.
b.
A civil war between two of them, Pompey and Julius Caesar, brought the
republic to an end.
4.
After Caesar took over the government in 49 B.C.E. he introduced various
reforms. The result was to destroy the political monopoly of the Roman
aristocracy.
5.
Traditionalist senators plotted against Caesar and had him assassinated in 44
B.C.E.
6.
Caesar’s death precipitated a civil war from which Caesar’s adopted son,
Octavian, emerged the victor.
7.
While maintaining the external appearance of the republic, Octavian created an
imperial state. For his success, he was granted the name Augustus.
III.
Roman Culture
A. The Range of Roman Art
1.
After the second century B.C.E., Greek culture increasingly invaded Roman
lifestyles.
2.
Cultural amalgamation was aided by similar pantheons of gods, although Roman
religion was always closely involved with rituals celebrating the authority of the
state.
3.
Romans picked up the Greek epic tradition, and poets and biographers were also
active.
4.
Roman sculpture was largely derivative of Greek styles.
5.
The Romans accepted Greek architectural traditions, but added engineering
improvements that permitted construction on a more massive scale.
6.
There was little advance over Greek science. Hellenistic schools of philosophy,
including Stoicism, gained converts among the Romans.
B.
Major Themes in Roman Literature
1.
While poetry was prominent in the later republic, the early empire saw the rise in
popularity of history and biography.
2.
Many poets and authors praised the new imperial house. Poets such as Horace and
Virgil were open supporters of the emperor.
3.
Later Roman intellectual life was less creative and tended to emphasize collection
and conservation of earlier works.
IV.
The Institutions of Empire
A. Imperial Rule of Law
1.
Roman law, based on a concept of universal natural law, provided the unity for
the empire.
2.
The law focused heavily on protection of private property and family stability.
3.
As Roman law was extended to all parts of the empire, so the concept of
citizenship was also expanded to certain important residents of the empire outside
the city of Rome.
B.
Augustus and His Successors
1.
Augustus wanted a return to republican family values, and enacted reforms to
restore the authority of household heads, strengthen traditional religion, and
encourage household formation.
2.
He also relied heavily on the military to maintain control of the provinces.
3.
The basic form of the empire was not changed for nearly two centuries.
4.
Because no principle of succession was ever established to regulate the passage of
power from one emperor to another, succession was often determined by military
intervention and civil war.
C. Government and Expansion
1.
The primary role of the state, other than maintaining order, was providing
adequate food supplies and maintaining public works, all of which was dependent
on a stable tax income.
2.
In general, the empire practiced religious toleration so long as all citizens
participated in the cults of the state.
a.
Jews and Christians fell afoul of this requirement.
3.
Throughout the first century C.E., the empire continued to expand territorially.
4.
The military expense of defending the lengthy borders of the empire eventually
brought a halt to further conquest. The limits of expansion were reached by 180
C.E.
V. End of the Roman Empire
A. When the empire ceased to expand around 180 C.E., a period of crisis set in.
1.
The end of conquest limited new supplies of labor and economic growth at a time
when military requirement continued to increase.
2.
The Italian economy continued to suffer, as exports from abroad cut into
agricultural profits.
3.
Estates began to practice subsistence rather than commercial production.
4.
The quality of emperors declined after the second century C.E.
B.
Some aspects of Roman civilization were enduring.
1.
Greco-Roman political and philosophical traditions became a foundation for later
western civilization.
a.
Slavery and the suppression of women were less beneficent heritages.
b.
The social structure of the Mediterranean, as a whole, did not last much
beyond the classical period.
c.
Unlike India or China, the end of the classical period in the Mediterranean
was final. There was no ultimate revival of western classical civilization.
Student and Teacher Activities: (45 minute class)
Day 1: Researching the Expansion of the Roman Empire (students in computer lab)
Anticipatory Set (5 minutes):
- Write on the board: “All roads lead to Rome.”
- Discuss meaning of this statement with student: All paths or activities lead to the center
of things. This was literally true in the days of the Roman Empire, when all the empire’s
-
roads radiated out from the capital city, Rome. (from The New Dictionary of Cultural
Literacy: http://www.bartleby.com/59/3/allroadslead.html)
Tell students that Rome ruled the world approximately two thousand years ago one in
every four people on earth lived and died under Roman Law:
On LCD Projector, show a map of the Roman Empire as it appeared in 116 BCE—when
the empire was at its largest point.
Look at a current world map and discuss with students which countries made up the
empire at this time so that students can get an idea of its size and location.
Then tell students that in this unit, they will be studying ancient Roman civilization and
see if all roads really did lead to Rome.
Hook/Preview Assignment (5 minutes)—Analogy:
- In students’ Interactive Notebooks, have them discuss what they think the world would
be like if one out of every four people were under rule of the United States.
- U.S. population today is a little over 301 million, world population today is 6.6 billion
(that means that currently U.S. population is about 5 percent of the world population, so
only 1 out of 20 people are under U.S. law today).
Mapping an Empire Note Taking Sheet (25 minutes):
- Students go to computer lab to complete this note-taking sheet
Direct students to the Timeline
(http://www.pbs.org/empires/romans/special/timeline_01.html) on “The Roman Empire
in the First Century” website (http://www.pbs.org/empires/romans/index.html)
- Students work in pairs to complete the worksheet (each student fills out a note sheet)
Closure/Discussion (10 minutes):
- As a class, discuss the information recorded on the note taking sheet.
- Encourage students to make corrections to their data if necessary and record any
important dates omitted from their notes.
- Discuss which emperors seemed to experience the most success in expanding the empire.
This is also a good time to talk about key battles and military leaders that were important
in the expansion of the empire.
Day 2: Mapping an Empire
Anticipatory Set (5 minutes):
- Review important information that is included on maps so that they can be easily
interpreted. You could use any map in the classroom. Important terms include:
o Title of map
o Years that the map represents
o A compass rose
o Scale of miles
o A legend for determining what the markings and colors on the map represent
o Labels on physical features such as country names, bodies of water, mountain
ranges, etc.
Mapping an Empire Assignment (35 minutes):
-
Now that students have completed their study of the growth of the Roman Empire,
distribute the Mapping an Empire Assignment sheet to all students.
Review the requirements of the assignment as a class. Then provide students with
classroom time to construct their maps. Stress the importance of including key
information and making maps neat and easy to read.
Closure (5 minutes):
- When maps have been completed, have students work with their partners to answer the
following questions on the last page of their assignment sheet:
o Based on what you learned from your research and what your map shows, which
emperor do you feel was most successful in expanding the Roman Empire? Why?
o Looking at the map you have created, why do you think it was so difficult for the
Romans to maintain control of the empire? List and explain as many reasons as
you can.
o How do you think the size of the Roman Empire contributed to its eventual
downfall?
- Collect individual responses.
- If students are unable to complete this in class, it will be assigned for homework.
Bulletin Board (for Teacher)
- Post maps on the walls around the classroom and use them as a reference as you continue
to study the Roman Empire.
Lesson modified from: http://www.pbs.org/empires/romans/educators/lesson4.html#resources
Materials needed for the lesson:
- Interactive Notebooks
- Computers (enough for each student)
- Overhead transparency of the Roman Empire
- A map of modern Europe and northern Africa
- Mapping an Empire Note-taking sheets
- Mapping and Empire Assignment sheet
- Blank map of the Roman Empire
Differentiation:
As the students are working on the activities of this lesson, they will be working in mixed-ability
pairs. In addition, as a teacher I will provide appropriate scaffolding for different students (some
will need more help than others). After the mapping activity, I will give students a preassessment on the unit of ancient Rome, and from this point I will differentiate teaching
strategies in the unit based on student readiness.
Subject Matter Integration/Extension:
The Roman Empire has proven to be a major influence in the modern world (influences on
government, art, religion, etc.). In the study of ancient Rome, focus will be on the question: Do
all roads really lead to Rome? This mapping activity will give a general overview of the growth
of the Roman Empire over time. Following the lesson will be a more in depth look at ancient
Rome, including: the rise of the Roman Republic, how Rome developed from a Republic to an
Empire, daily life in the Roman Empire, the origins and spread of Christianity, and the legacy of
the Roman Empire in the modern world. The maps the students create in this lesson will serve as
resources that will be referenced throughout the unit.
Reflection on Lesson Plan:
This lesson is designed for an eighth-grade (middle school) class. The note-taking sheet and
maps the students make in the lesson will help these students develop some social studies skills,
which include research and geographic skills (analyzing maps). Further study in this unit will
lead to students learning more content concerning the Roman Empire.
Bibliography:
PBS: The Roman Empire in the First Century for Educators. (2006). Lesson 4: Mapping an
empire. Retrieved October 30, 2007 from
http://www.pbs.org/empires/romans/educators/index.html.
Pearson Education Student Resources. (2001). Chapter 7 outline: Rome and its empire.
Retrieved October 30, 2007 from
http://occawlonline.pearsoned.com/bookbind/pubbooks/stearns_awl/chapter7/objectiv
es/deluxe-content.html.
Map of the Roman Empire in 116 BCE
Source: www.sq.4mg.com/ChinaRoman.htm